Relations between student learning patterns and personal and contextual factors and academic performance
This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior educa...
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| Published in: | Higher education Vol. 49; no. 3; pp. 205 - 234 |
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| Main Author: | |
| Format: | Journal Article |
| Language: | English |
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Dordrecht
Kluwer Academic Publishers
01-04-2005
Springer Springer Nature B.V |
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| Abstract | This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered. Regression and correlations analyses were used to analyse the data. The results showed that students learning patterns were indeed associated with personal and contextual factors such as academic discipline, prior education, age and gender, but that the different learning patterns had different sources. Second, students learning patterns proved to explain an important part of the variance in their academic performance. However, the results also revealed that exams as usually used in the first years of higher education hardly capitalise on students use of critical, analytical and concrete processing strategies. (HRK / Abstract übernommen). |
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| AbstractList | This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered. Regression and correlations analyses were used to analyse the data. The results showed that students' learning patterns were indeed associated with personal and contextual factors such as academic discipline, prior education, age and gender, but that the different learning patterns had different sources. Second, students' learning patterns proved to explain an important part of the variance in their academic performance. However, the results also revealed that exams as usually used in the first years of higher education hardly capitalise on students' use of critical, analytical and concrete processing strategies.[PUBLICATION ABSTRACT] This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered. Regression and correlations analyses were used to analyse the data. The results showed that students learning patterns were indeed associated with personal and contextual factors such as academic discipline, prior education, age and gender, but that the different learning patterns had different sources. Second, students learning patterns proved to explain an important part of the variance in their academic performance. However, the results also revealed that exams as usually used in the first years of higher education hardly capitalise on students use of critical, analytical and concrete processing strategies. (HRK / Abstract übernommen). This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered. Regression and correlations analyses were used to analyse the data. The results showed that students' learning patterns were indeed associated with personal and contextual factors such as academic discipline, prior education, age and gender, but that the different learning patterns had different sources. Second, students' learning patterns proved to explain an important part of the variance in their academic performance. However, the results also revealed that exams as usually used in the first years of higher education hardly capitalise on students' use of critical, analytical and concrete processing strategies. This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered. Regression and correlations analyses were used to analyse the data. The results showed that students' learning patterns were indeed associated with personal and contextual factors such as academic discipline, prior education, age and gender, but that the different learning patterns had different sources. Second, students' learning patterns proved to explain an important part of the variance in their academic performance. However, the results also revealed that exams as usually used in the first years of higher education hardly capitalise on students' use of critical, analytical and concrete processing strategies. Reprinted by permission of Springer |
| Audience | Higher Education Academic |
| Author | Vermunt, Jan D |
| Author_xml | – sequence: 1 fullname: Vermunt, Jan D |
| BackLink | http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=796081$$DAccess content in the German Education Portal http://eric.ed.gov/ERICWebPortal/detail?accno=EJ733402$$DView record in ERIC |
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| References | D. Kolb (CR11) 2001 J.T.E. Richardson (CR21) 1999; 37 N. Entwistle (CR6) 2004; 16 J.H.F. Meyer (CR18) 1990; 20 L. Yan (CR32) 2004; 14 A.B. Boyle (CR3) 2003; 73 K. Trigwell (CR25) 1999; 37 D.J. Cunningham (CR4) 1991; 31 CR14 J.D. Vermunt (CR28) 1996; 31 J.D. Vermunt (CR30) 2003 N. Entwistle (CR8) 2003 J.D. Vermunt (CR29) 1998; 68 S.E. Severiens (CR23) 1997; 17 F.P.C.M. De Jong (CR5) 1995; 4 F. Marton (CR16) 1997 J.H.F. Meyer (CR17) 2000; 15 J.D. Vermunt (CR31) 1999; 9 S. Lindblom-Ylänne (CR12) 1999; 9 S.W. VanderStoep (CR26) 1996; 21 V.V. Busato (CR1) 1998; 68 CR7 S. Lindblom-Ylänne (CR13) 2000; 15 P. Ramsden (CR19) 1988 V.V. Busato (CR2) 1999; 26 CR22 K. Lonka (CR15) 2004; 16 N. Entwistle (CR9) 2001 Y.J. Vermetten (CR27) 2001; 26 J.T.E. Richardson (CR20) 2000 P. Zeegers (CR33) 2001; 71 K. Trigwell (CR24) 1991; 61 E. Geisler-Brenstein (CR10) 1996; 31 |
| References_xml | – ident: CR22 – volume: 31 start-page: 25 year: 1996 ident: CR28 publication-title: Higher Education doi: 10.1007/BF00129106 contributor: fullname: J.D. Vermunt – volume: 31 start-page: 13 issue: 5 year: 1991 ident: CR4 publication-title: Educational Technology contributor: fullname: D.J. Cunningham – volume: 37 start-page: 57 year: 1999 ident: CR25 publication-title: Higher Education doi: 10.1023/A:1003548313194 contributor: fullname: K. Trigwell – ident: CR14 – volume: 15 start-page: 5 year: 2000 ident: CR17 publication-title: European Journal of Psychology of Education doi: 10.1007/BF03173163 contributor: fullname: J.H.F. Meyer – start-page: 227 volume-title: Perspectives on thinking, learning and cognitive styles year: 2001 ident: CR11 contributor: fullname: D. Kolb – volume: 9 start-page: 1 year: 1999 ident: CR12 publication-title: Learning and Instruction doi: 10.1016/S0959-4752(98)00025-5 contributor: fullname: S. Lindblom-Ylänne – start-page: 39 volume-title: The Experience of Learning year: 1997 ident: CR16 contributor: fullname: F. Marton – start-page: 107 volume-title: Powerful Learning Environments: Unravelling Basic Components and Dimensions year: 2003 ident: CR30 contributor: fullname: J.D. Vermunt – volume-title: Researching student learning year: 2000 ident: CR20 contributor: fullname: J.T.E. Richardson – volume: 26 start-page: 129 year: 1999 ident: CR2 publication-title: Personality and Individual Differences doi: 10.1016/S0191-8869(98)00112-3 contributor: fullname: V.V. Busato – volume: 20 start-page: 67 year: 1990 ident: CR18 publication-title: Higher Education doi: 10.1007/BF00162205 contributor: fullname: J.H.F. Meyer – volume: 16 start-page: 301 issue: 4 year: 2004 ident: CR15 publication-title: Educational Psychology Review doi: 10.1007/s10648-004-0002-1 contributor: fullname: K. Lonka – volume: 9 start-page: 257 year: 1999 ident: CR31 publication-title: Learning and Instruction doi: 10.1016/S0959-4752(98)00028-0 contributor: fullname: J.D. Vermunt – start-page: 159 volume-title: Learning strategies and learning styles year: 1988 ident: CR19 doi: 10.1007/978-1-4899-2118-5_7 contributor: fullname: P. Ramsden – volume: 17 start-page: 79 year: 1997 ident: CR23 publication-title: Educational Psychology doi: 10.1080/0144341970170105 contributor: fullname: S.E. Severiens – volume: 14 start-page: 27 year: 2004 ident: CR32 publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2003.10.001 contributor: fullname: L. Yan – volume: 37 start-page: 23 year: 1999 ident: CR21 publication-title: Higher Education doi: 10.1023/A:1003445000716 contributor: fullname: J.T.E. Richardson – volume: 71 start-page: 115 year: 2001 ident: CR33 publication-title: British Journal of Educational Psychology doi: 10.1348/000709901158424 contributor: fullname: P. Zeegers – start-page: 89 volume-title: Powerful Learning Environments: Unravelling Basic Components and Dimensions year: 2003 ident: CR8 contributor: fullname: N. Entwistle – volume: 73 start-page: 263 year: 2003 ident: CR3 publication-title: British Journal of Educational Psychology doi: 10.1348/00070990360626976 contributor: fullname: A.B. Boyle – volume: 16 start-page: 325 issue: 4 year: 2004 ident: CR6 publication-title: Educational Psychology Review doi: 10.1007/s10648-004-0003-0 contributor: fullname: N. Entwistle – volume: 68 start-page: 427 year: 1998 ident: CR1 publication-title: British Journal of Educational Psychology doi: 10.1111/j.2044-8279.1998.tb01302.x contributor: fullname: V.V. Busato – volume: 31 start-page: 73 year: 1996 ident: CR10 publication-title: Higher Education doi: 10.1007/BF00129108 contributor: fullname: E. Geisler-Brenstein – start-page: 103 volume-title: Perspectives on thinking, learning and cognitive styles year: 2001 ident: CR9 contributor: fullname: N. Entwistle – volume: 68 start-page: 149 year: 1998 ident: CR29 publication-title: British Journal of Educational Psychology doi: 10.1111/j.2044-8279.1998.tb01281.x contributor: fullname: J.D. Vermunt – ident: CR7 – volume: 61 start-page: 265 year: 1991 ident: CR24 publication-title: British Journal of Educational Psychology doi: 10.1111/j.2044-8279.1991.tb00984.x contributor: fullname: K. Trigwell – volume: 4 start-page: 317 year: 1995 ident: CR5 publication-title: European Journal of Psychology of Education doi: 10.1007/BF03172924 contributor: fullname: F.P.C.M. De Jong – volume: 26 start-page: 149 year: 2001 ident: CR27 publication-title: Contemporary Educational Psychology doi: 10.1006/ceps.1999.1042 contributor: fullname: Y.J. Vermetten – volume: 21 start-page: 345 year: 1996 ident: CR26 publication-title: Contemporary Educational Psychology doi: 10.1006/ceps.1996.0026 contributor: fullname: S.W. VanderStoep – volume: 15 start-page: 19 year: 2000 ident: CR13 publication-title: European Journal of Psychology of Education doi: 10.1007/BF03173164 contributor: fullname: S. Lindblom-Ylänne |
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| SubjectTerms | Academic Achievement Academic disciplines Academic education Academic learning Ausland Cognitive Style College students Context Effect Contextual analysis Education Educational activities Educational environment Gender Higher Education Intellectual Disciplines Inventory Law students Learning Learning Processes Learning Strategies Learning styles Lehre Measures (Individuals) Niederlande Prior Learning Student Studentenschaft Students Studienverhalten Studium |
| Title | Relations between student learning patterns and personal and contextual factors and academic performance |
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