scholarly journals Influences of Learning Approaches, Student Engagement, and Satisfaction with Learning on Measures of Sustainable Behavior in a Social Sciences Student Sample

2021 ◽  
Vol 13 (2) ◽  
pp. 541
Author(s):  
Antonio Muñoz-García ◽  
Mª Dolores Villena-Martínez
Keyword(s):  
Social Sciences ◽  
Student Engagement ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Student Sample ◽  
Learning Satisfaction ◽  
Dimensions Of Learning ◽  
Sustainable Behavior ◽  
Ecological Behavior ◽  
The Relationship

In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.

scholarly journals RELATIONSHIP MODEL OF PERSONALITY, COMMUNICATION, STUDENT ENGAGEMENT, AND LEARNING SATISFACTION

2015 ◽  
Vol 13 (2) ◽  
pp. 175-202 ◽  
Author(s):  
Dorothea Wahyu ARIANI
Keyword(s):  
Gender Differences ◽  
Student Engagement ◽  
Survey Research ◽  
Business School ◽  
Three Dimensions ◽  
Independent Variables ◽  
Learning Satisfaction ◽  
Relationship Model ◽  
The Relationship ◽  
Positive Effect

This study aims to examine the engagement as a mediating variable of the relationship between personality and communication with satisfaction. This study was conducted at business school in Indonesia with 307 students who are still active as a respondent. Survey research was conducted over four months by questionnaire that has been well-established that was taken and modified from previous studies. The results of this study indicate that student engagement mediates the relationship between personality and communication as independent variables and satisfaction as the dependent variable. Extroversion personality and communication significantly positive effect on student engagement in all three dimensions (vigor, dedication, and absorption). In addition, this study also showed that engagement and satisfaction are two different variables, but correlated, and there was no difference in terms of gender differences involvement.

scholarly journals RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)

2016 ◽  
Vol 4 (1) ◽  
pp. 175
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
José Manuel Martínez Vicente ◽  
Mª Carmen González Torres ◽  
Raquel Artuch
Keyword(s):  
Coping Strategies ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Future Research ◽  
Learning Approach ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

scholarly journals Validasi Approaches to Learning and Studying Inventory di Fakultas Kedokteran Universitas Gadjah Mada Yogyakarta

2014 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Michael A. Leman ◽  
Rossi Sanusi ◽  
Yayi Suryo Prabandari
Keyword(s):  
Social Sciences ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Response Rate ◽  
Approaches To Learning ◽  
Short Version ◽  
Learning Approaches ◽  
Deep Approach ◽  
Surface Approach ◽  
Second Year

Background: Short version instruments are being developed to meet the needs of social sciences researchers who simulataneously use a number of instruments. The Approaches to Learning and Studying Inventory (ALSI) is a short version instrument to measure learning approaches used by students. This analysis is part of a study that is published in different medical education periodicals. The objective of this assessment was to validate the ALSI in a population of second year medical students of the Gadjah Mada University Faculty of Medicine (GMU FM), Yogyakarta.Method: 225 second year students in the regular program at the GMU FM were invited to complete the ALSI questionnaire. To suport construct validities of ALSI, an item’ validity, Crönbach alpha, factor analysis, convergent validity, and discriminant validity were measured.Results: A total of 160 students participated in this study (71,11% response rate). The data collected did not support the construct validities of ALSI.Conclusion: ALSI requires improvement, in particular the items of the surface approach subscale. Instead of the initial five subscales, it is probably more appropriate if the instrument is divided in only three subscales - surface approach, effort management-organized studying, and deep approach-monitoring studying. 

scholarly journals Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice

2021 ◽  
Vol 11 (9) ◽  
pp. 468
Author(s):  
Alice Clack ◽  
Eleanor J. Dommett
Keyword(s):  
Approaches To Learning ◽  
Student Choice ◽  
Learning Activity ◽  
Written Feedback ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Assessment Feedback ◽  
Different Types ◽  
To Receive ◽  
The Relationship

Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.

scholarly journals Relation between learning approaches of chemistry students and their achievement in general chemistry

2019 ◽  
Vol 38 (2) ◽  
pp. 293 ◽  
Author(s):  
Stanislava Olić Ninković ◽  
Jasna Adamov ◽  
Ljiljana Vojinović Ješić
Keyword(s):  
Approaches To Learning ◽  
First Year ◽  
Learning Approaches ◽  
Deep Approach ◽  
Approach To Learning ◽  
Chemistry Students ◽  
Deep Approach To Learning ◽  
Novi Sad ◽  
The Relationship ◽  
Learning Chemistry

This research was conducted with the aim of investigating the relationship between students’ approaches to learning chemistry and their levels of achievement. The sample was comprised of 46 students in the first year of the Faculty of Sciences in Novi Sad (Serbia). The research involved two instruments: a knowledge test and an instrument for assessing the learning approach. The results showed that students have difficulties in understanding the factors that influence the chemical equilibrium, as well as with writing equations of the chemical reaction of salt hydrolysis. Most students use a deep approach to learning chemistry content. The deep approach significantly correlates with student achievement. On the basis of these results, it is concluded that is important to create a climate in the classroom that will encourage a deep approach to the study of chemistry.

scholarly journals Enfoques y estilos de aprendizaje en educación superior

2014 ◽  
Vol 16 (2) ◽  
pp. 283
Author(s):  
Fuensanta Hernández Pina ◽  
Rosa María Hervás Avilés
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Myers Briggs ◽  
The University ◽  
The Relationship ◽  
Academic Demands ◽  
Estudiantes Universitarios

RESUMENEste artículo trata sobre los enfoques y estilos de aprendizaje de estudiantes universitarios. En el estudio se analizan sus perfiles de aprendizaje y como responden a las demandas educativas del entorno universitario.  Igualmente se  ha  analizado  la  relación  existentes  entre  los enfoques  y  los  estilos  deaprendizaje según las propuestas de Biggs y de Myers-Brigs. La muestra estudiada ha sido de 360 estudiantes de distintas titulaciones universitarias. Los resultados apunta a una relación entre enfoques y estilos de aprendizaje y una asociación de características de los estilos con los enfoques profundo y superficial.ABSTRACTIn this article a study on learning approaches and styles in University students is presented. We analyse students profiles and how they respond to the academic demands of the university envi-ronment. We also analyse the relationship between the approaches to learning and learning styles proposed by Biggs and Myers-Briggs. The sample is made of 360 students of different university degrees. The results suggest there is a relationship between approaches to learning and learning styles as well as an association of features of the learning style with the deep and superficial approaches.

scholarly journals 13. Evolving Toward Laughter in Learning

2011 ◽  
Vol 1 ◽  
pp. 75
Author(s):  
William B. Strean
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Problem Solving ◽  
Classroom Management ◽  
Learning Process ◽  
Learning Satisfaction ◽  
Teacher Student ◽  
Management Problems ◽  
Research Findings ◽  
The Relationship

Lowman (1995) described the relationship between teacher and student and student engagement as the two most important ingredients in learning in higher education. Humour builds teacher-student connection (Berk, 1998) and engages students in the learning process. The bond between student and teacher is essential for learning, satisfaction, and retention. Humour helps students to learn better, remember more, improve problem-solving, absorb and retain information more quickly, and reduce their anxiety about subjects like math and science. Humour also reduces classroom management problems. This essay reviews research findings that support the use of humour in teaching and it provides strategies that teachers can use to bring more humour into their classrooms.

scholarly journals Business and Social Science Students’ Course Preferences and Learning Approaches

2021 ◽  
Vol 6 ◽  
Author(s):  
Merja Halme ◽  
Liisa Myyry ◽  
Anna-Maija Pirttilä-Backman
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Teaching And Learning ◽  
Business Students ◽  
Learning Approaches ◽  
Science Students ◽  
Preference Measurement ◽  
Surface Approach ◽  
First Time ◽  
The Relationship

The study examines university students’ course preferences and their relations to learning approaches, apparently for the first time, to gain insight how different course designs are experienced by students with different learning approaches. The data includes students from two universities and fields: business (n = 467) and social sciences (n = 313). The attributes in preference measurement were selected on the basis of previous research and focus groups discussions and choice-based conjoint analysis was used. The learning approaches were measured using Experiences of Teaching and Learning Questionnaire developed by Entwistle and Ramsden. Social science students valued more interesting, challenging and time-consuming courses than business students, who valued more relevant and easier courses requiring less time. Social science students scored higher in the deep approach. The relationship between preferences and approaches was strikingly similar in the two universities: strategic students prefer relevance and deep learners challenge in both universities. An exception was that interesting courses were related to deep learning among social science students, and to the surface approach among business students. Further studies should extend our understanding of what interesting means to different kinds of students. The results give tools to design courses that enhance students’ learning and offers new insights to learning approach research.

Inducing Unconscious Stress

2020 ◽  
Vol 34 (3) ◽  
pp. 192-201
Author(s):  
Melanie M. van der Ploeg ◽  
Jos F. Brosschot ◽  
Markus Quirin ◽  
Richard D. Lane ◽  
Bart Verkuil
Keyword(s):  
Repeated Measures ◽  
Activity Patterns ◽  
Physiological Changes ◽  
Implicit Measures ◽  
Prime Word ◽  
Student Sample ◽  
Priming Task ◽  
Subject Design ◽  
The Relationship ◽  
Stress And Health

Abstract. Stress-related stimuli may be presented outside of awareness and may ultimately influence health by causing repetitive increases in physiological parameters, such as blood pressure (BP). In this study, we aimed to corroborate previous studies that demonstrated BP effects of subliminally presented stress-related stimuli. This would add evidence to the hypothesis that unconscious manifestations of stress can affect somatic health. Additionally, we suggest that these findings may be extended by measuring affective changes relating to these physiological changes, using measures for self-reported and implicit positive and negative affectivity. Using a repeated measures between-subject design, we presented either the prime word “angry” ( n = 26) or “relax” ( n = 28) subliminally (17 ms) for 100 trials to a student sample and measured systolic and diastolic BP, heart rate (HR), and affect. The “angry” prime, compared to the “relax” prime, did not affect any of the outcome variables. During the priming task, a higher level of implicit negative affect (INA) was associated with a lower systolic BP and diastolic BP. No association was found with HR. Self-reported affect and implicit positive affect were not related to the cardiovascular (CV) activity. In sum, anger and relax primes elicited similar CV activity patterns, but implicit measures of affect may provide a new method to examine the relationship between (unconscious) stress and health.

The Afterschool Hours: Examining the Relationship between Afterschool Staff-Based Social Capital and Student Engagement in LA's BEST

2007 ◽  
Author(s):  
Denise Huang ◽  
Allison Coordt ◽  
Deborah La Torre ◽  
Seth Leon ◽  
Judy Miyoshi ◽  
...  
Keyword(s):  
Social Capital ◽  
Student Engagement ◽  
The Relationship
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