Differential use of learning strategies in first‐year higher education: The impact of personality, academic motivation, and teaching strategies

Donche, Vincent; Mæyer, Sven De; Coertjens, Liesje; Daal, Tine van; Petegem, Peter Van

doi:10.1111/bjep.12016

Cited by 68 publications

(59 citation statements)

References 37 publications

(56 reference statements)

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“…Therefore, a number of studies have aimed at identifying predictors for individual differences in these abilities (e.g., Donche, De Maeyer, Coertjens, Van Daal, & Van Petegem, 2013) as well as at examining between-group differences (e.g., gender differences; Ruffing, Wach, Spinath, Brünken, & Karbach, 2014) or designing interventions in order to improve the way students approach learning and study processes (for an overview, see Hattie, Biggs, & Purdie, 1996). Still, there are many unanswered questions regarding university students' learning strategy use and the comparability of previous findings is limited, partly because of the heterogeneity of theoretical perspectives, measurement instruments and terminologies adopted in prior studies (for a review, see Entwistle & McCune, 2004).…”

Section: Introductionmentioning

confidence: 99%

Predicting students’ learning strategies: The contribution of chronotype over personality

Ruffing

Hahn

Spinath

et al. 2015

Personality and Individual Differences

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Section: Introductionmentioning

confidence: 99%

Predicting students’ learning strategies: The contribution of chronotype over personality

Ruffing

Hahn

Spinath

et al. 2015

Personality and Individual Differences

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“…Learning involves cognitive processes that include motivation, strategies, attitude, information processing, use of support/ material and approaches to achieve goals (9) . Understanding their relationship with learning styles could help with methodological innovations (21) and the creation of more efficient learning environments (20) . Simulation increases nurses' understanding and skills, improving self-confidence in ACLS.…”

mentioning

confidence: 99%

Effects of web-based electrocardiography simulation on strategies and learning styles

Granero‐Molina

Fernández‐Sola

López-Domene

et al. 2015

Rev. esc. enferm. USP

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Objective:To identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students. Method: A descriptive and correlational design with a one-group pretestposttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree. Results: No significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning. Conclusion: The use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students. DESCRIPTORSSimulation; Electrocardiography; Internet; Computer-Assisted Instruction; Education, Nursing; Learning. Effects of web-based electrocardiography simulation on strategies and learning stylesEfeitos da simulação eletrocardiográfica em ambiente web sobre as estratégias e estilos de aprendizagem Efectos de la simulación electrocardiográfica en ambiente web acerca de las estrategias y estilos de aprendizaje INTRODUCTIONTraditionally, the electrocardiogram (ECG) has aided the diagnosis, treatment and monitoring of arrhythmias, coronary syndromes and cardiac revascularization (1) . These pathologies, often found in pre-hospital, accident and emergency and critical care settings, pose a life-threatening risk that requires quick diagnosis and treatment. ECG monitoring and interpretation skills are gained in medical education and strengthened by experience. However, the need for immediate pattern recognition and subsequent procedures involves nurses in the processes of evaluation, registration, and initiation of reperfusion therapies as well as in the detection of complications and the request for assistance.ECG interpretation requires high-order learning. Although the ECG has historically been taught in a traditional classroom, new methodologies have changed the teaching-learning process in response to the lack of time and resources. Health science educators should focus their teaching methods on the student, developing new learning processes and adapting their strategies to each context or discipline. In academic nursing education, this new status quo favors technology, motivation, active participation and simulation (2)(3) . Multiple technologies have been applied to ECG teaching in medicine, nursing and pharmacy degrees for both undergraduates and postgraduates, including a multimedia CD-ROM, videograms, computer programs, computer-assisted tutorials, multimedia teaching and interdisciplinary approaches (1,4) . Human simulation, web-based video and web simulation tools (5) have been used to develop ECG diagnostic skills in advanced cardiac life support (ACLS).The ECG diagnostic skills ar...

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“…Por otra parte sendos constructos han sido también examinados en relación a otros conceptos psicológicos como son los estilos de pensamiento, actitudes, personalidad, y motivación, entre otros (Allueva-Torres & Bueno-García, 2011;Donche, De Maeyer, Coertjens, Van Daal & Van Petegem, 2013;Flores-Mejía, Velázquez-Gatica & Gaona-Rojas, 2014). Tales trabajos informan sobre aquellas variables que tendrían un papel determinante en la configuración de los estilos y estrategias, ayudando a la planificación de actividades centradas en el entrenamiento de sus distintas dimensiones.…”

Section: Estilos Y Estrategias De Aprendizaje En Estudiantes Universiunclassified

Estilos y estrategias de aprendizaje en estudiantes universitarios de Buenos Aires

Hoffmann¹,

Ledesma²,

Liporace³

2017

PSICO

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Differential use of learning strategies in first‐year higher education: The impact of personality, academic motivation, and teaching strategies

Abstract: The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do.

Cited by 68 publications

References 37 publications

Predicting students’ learning strategies: The contribution of chronotype over personality

Predicting students’ learning strategies: The contribution of chronotype over personality

Effects of web-based electrocardiography simulation on strategies and learning styles

Estilos y estrategias de aprendizaje en estudiantes universitarios de Buenos Aires

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