Factors affecting achievement in the University of Cambridge GCE A‐level geography examination

Webb, Graham

doi:10.1080/0013188860280208

Cited by 2 publications

(3 citation statements)

References 6 publications

(6 reference statements)

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“…The first finding confirms the results reported by both Webb (1986) and Diseth (2002) and the construct validity of approaches to learning. The second also supports this construct validity since approaches to learning seem to be related more to process and function factors (e.g., students' perceptions of family environment) than to structure and background factors (e.g., parents' educational level).…”

Section: Students' Presage Factors and Approaches To Learningsupporting

confidence: 81%

“…Our research question about the interrelationships amongst presage, process and product factors produced answers in line with prior findings (Marton & Säljö, 1976a;Trigwell & Prosser, 1991a,b;Van Rossum & Schenk, 1984;Webb, 1986): the more both a deep approach to learning and general intelligence are present, the better the academic performance.…”

Section: Students' Presage Factors Approaches To Learning and Academsupporting

confidence: 70%

“…Biggs (1987) provides no data on it. Webb (1986) analysed the factors which had a bearing on the marks obtained by university students and concluded that approaches to learning were associated with performance to a greater extent than factors such as cognitive ability or family characteristics. In a more recent study, albeit with a sample of only 89 university students, Diseth (2002) found that approaches to learning had a significant relationship to academic performance, but not to general intelligence, measured by means of three different tests.…”

Section: Teaching-learning Systemmentioning

confidence: 99%

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Approaches to learning and study orchestrations in high school students

Cano

2007

Eur J Psychol Educ

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In the framework of the SAL (Students' approaches to learning) position, the learning experience (approaches to learning and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and familial variables. Three major results emerged. First, links were found between family's intellectual climate and students' approaches to learning, in particular with Deep approach: The better the family's intellectual climate the higher students' scores on Deep approach. Second, along with general intelligence, these approaches predicted students' academic achievement, higher grades being obtained by those students who scored lower in Surface learning approach and higher in Deep learning approach. Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches) showed different profiles in some variables (e.g., metacognitive learning strategies, family's intellectual climate, academic achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant ways. These relationships shed more light on the nature of high school students' learning experience, and help to provide an integrated view of students' webs of experience.

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Section: Students' Presage Factors and Approaches To Learningsupporting

confidence: 81%