Development of a Self-Report Inventory for Assessing Individual Differences in Learning Processes

Schmeck, Ronald R.; Ribich, Fred; Ramanaiah, Nerella V.

doi:10.1177/014662167700100310

Cited by 247 publications

(186 citation statements)

References 38 publications

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“…Effective studying requires not only that the student possess knowledge of appropriate studying techniques and practices (study skills), but also sustained and deliberate effort (study motivation), self-regulation, ability to concentrate, self-monitoring (study habits), and a sense of responsibility for and value in one's own learning (study attitude) (Diseth, 2003;Entwistle, 1988;Marton, 1976;Schmeck, 1979;Schmeck, 1977;Schmeck, 1982;Watkins, 1983).…”

Section: Characteristic Of High Performing Studentsmentioning

confidence: 99%

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

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The present study estimates the global validity of existing constructs and serves as the basis for the development of the Self-Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in international programs. One-year classroom observations, recollection of study habits though interviews with high performing students show that they are mainly from low-context and individualistic countries while most low performing students come from high-context and collectivistic countries.Among other aspects, high performing students give opinions based on reading material and class content, use the expression "I think", ask questions in class, are on time, ask for feedback regarding assignments, take notes in class and while studying, look for the professor after class, seat at the front of the classroom and attend every class, study in silence and alone at regular times along the whole semester, read the material about two weeks before the exam, review notes before the exam, talk about the content with other students. On the other hand, low performing students remind quite the whole semester, miss at least three classes per semester, are normally late, sit at the back of the classroom, don't take notes in class and never look for the professor after class-hours. It seems that specific training programs at the start and during the semester as well as training on cultural intelligence were identified are necessary.Keywords: academic performance, high/low-context countries, high-performing students, low-context country, multicultural classroom, study habits Statement of ProblemPerhaps the greatest challenge of faculty teaching in multicultural classrooms in college is to devise teaching methodologies that help all students to learn and understand the subjects under discussion. This researcher sustains that all things being equal, what remains different in a multicultural classroom is the cultural background (and the implied habits) of students and teachers. Class observations and interview with high-performing students showed that most high and low performing students have some habits in common. Hence, it is considered important to know what habits college students have and, in case of low-performing students, which of those habits need to be changed in order to improve performance. The importance of improving habits lays in their relationship with attitudes, which are deemed important for achieving high academic performance.A great deal of research provides evidence that study habits and study attitudes are both significant variables, which determine the academic performance of students. Yet, in spite of the perceived importance of study habits and study attitudes to academic achievement, it seems that education institution still pay little attention to understanding these factors (Baquiran, 2011).Classroom observations show that under the same conditions, namely same professor, same subject, same teaching system, same administration, same enrollment criteria, same time of the day ...

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Section: Characteristic Of High Performing Studentsmentioning

confidence: 99%

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

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“…An unannounced delayed recall test followed the digit-span tests, without further study. SUbjects then completed the StateTrait Anxiety Inventory (Spielberger, Gorsuch, & Lushene, 1970) and Inventory of Learning Processes (Schmeck, Ribich, & Ramanaiah, 1977).…”

Section: Methodsmentioning

confidence: 99%

Field independence and input grouping in free recall

Mueller

Fisher

1980

Bull. Psychon. Soc.

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High and low scorers on the Hidden Figures Test were compared on a free recall task that involved word triads having both an associative and a rhyming relationship. The words were presented either one at a time or in a simultaneous rlisplay, with the triad members either blocked or randomly arranged in the input sequence. Field independence had little effect on total recall, and any effect on organization seemed to favor field-dependent subjects.Field independence has been characterized as the ability to overcome perceptual context effects by using an internal frame of reference rather than the external context (cf. Davis & Frank, 1979;Goodenough, 1976). In contrast, field dependence occurs when the organization of the external field is accepted as a given and used without modification. Field dependence is generally accompanied by a more global, passive, and intuitive approach to learning, with particular attention to social cues. In contrast, field-independent people tend to be more active participants in a learning task, restructuring the external frame of reference and generating organization when it is not readily apparent.Previous research has led to the conclusion that field independence may not affect the amount recalled as much as it affects organizational strategies (Goodenough, 1976). For example, Fleming (cited by Goodenough, 1976) compared field-dependent and -independent subjects on a word list that could be hierarchically structured. Field-dependent subjects did worse than field-independent subjects when the words were presented in a subordinate-to-superordinate sequence (e.g., man, vertebrate, animal), but there was no difference with the reverse order. Presumably, early presentation of a subordinate provided no initial external structure, so field-dependent subjects suffered relative to the fieldindependent subjects, who generate their own internal structure, whereas early presentation of the superordinate provided organization for the items to follow for both field-dependent and -independent subjects alike.The present experiment examined how grouping related items in input affected recall of field-dependent and field-independent subjects. Generally speaking, recall and clustering are enhanced when related items are presented together, compared with random presentation. If field-independent subjects ignore external Requests for reprints should be sent to John Mueller, Psychology Department, 210 McAlester Hall, University of Missouri, Columbia, Missouri 65211. Helpful comments on an earlier draft were provided by Carl Bennink and Ronald Schmeck. field constraints, they should be less affected by the blocked-random manipulation than are field-dependent subjects, whereas field-dependent subjects would presumably be more reliant on spatial-temporal contiguity as a basis for grouping items.The blocking aspect was our major interest, but we examined this factor for two modes of presentation and two types of intralist relationships. First, single-item presentation was compared with whole-list (simultane...

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“…This in turn would allow for lexical access of the new term into the students' repertoires, as well as develop the ability to subsequently apply the knowledge to higher-level cognitive processes, such as a contextual analysis, application or evaluation of the scientific terms. The higher-level understanding of the terms would make it a deeper, procedural form of memory, involving skilled cognitive performance, rather than a shallower declarative one, involving a simple retention of facts that are more rapidly lost over time (Schmeck, et al, 1977;Cohen, 1991;Nosratinia, et al, 2014).…”

Section: Meaningful Learning and Knowledge Transfermentioning

confidence: 99%

Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach

Brown

2014

IJOBED

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This study aims to illustrate whether or not students of a second-year introductory Zoology course who were taught their course terminology using an etymological approach would show improved learning on a number of metrics of student performance. Undergraduate students of any academic discipline are challenged by the learning of its specialized language, especially in the terminology rich fields of scientific study. A common approach among students towards learning the terminology is via rote memorization, often with little success. Studies in language learning have shown that learning scaffolds that involve a morphological breakdown of new words into their morpheme units allows for improved lexical access, as well as greater knowledge retention and transfer abilities to other words in the same morpheme families. The scientific lexicon is mostly made up of root morphemes and is auto-descriptive, therefore, by using an etymological approach while learning new scientific terminology, there are two advantages over rote techniques: firstly to have a learning scaffold that may allow students to integrate unfamiliar terminology into their personal lexical repertoires and secondly, to have the ability to infer meaning of the terms' properties with respect to their scientific contexts. These contributions may constitute a more meaningful student learning experience than factual intake and regurgitation and also they are allowing for metacognitive processing and conceptual linkage to the structure and/or function properties of terminology in their specialized scientific disciplines. This study adds to the growing body of teacher-led instructional learning resources for specialized vocabulary components of effective specialized scientific language learning at the University undergraduate level.

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Development of a Self-Report Inventory for Assessing Individual Differences in Learning Processes

Cited by 247 publications

References 38 publications

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Field independence and input grouping in free recall

Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach

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