Interrelations among university students’ approaches to learning, regulation of learning, and cognitive and attributional strategies: a person oriented approach

Abstract

This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies, and well-being. Their interrelations were examined in a variable-and a person-oriented way. Latent class clustering was used for clustering students into homogeneous groups. Three groups of students were identified: non-academic, self-directed, and helpless students. Helpless students reported higher levels of stress and exhaustion than non-academic or self-directed students. Self-directed students had the highest GPA. Our findings demonstrate the usefulness of combining cognitive and emotional aspects for investigations of students' learning.

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

“…When students agreed more with a reproductive conception of learning, they made more use of a surface approach to learning, they more often adopted an external regulation strategy, they attributed academic success more often to uncontrollable causes such as difficulty level of examinations, and they felt less selfefficacious than other students. Similar results were reported by Heikkilä et al (2011) in a study adopting a person-oriented approach among Finnish university students.…”

“…Finally, they found that students who were doubtful about their own learning capacities tended to adopt an inadequate regulation strategy. Similarly, Heikkilä et al (2011) found significant relations between Finnish students' deep approach to learning and a selfregulated learning strategy, while there was no relation between self-regulation and a surface approach to learning. Richardson (2010) found a strong relation between students' conceptions and approaches among students in British distance education.…”

“…From this perspective, different variants of cluster analysis are often used to define groups of students. For example, Heikkilä et al (2011) used latent class analysis for profiling students into homogeneous groups, while Vanthournout et al (2013) used hierarchical cluster analysis for the same aim.…”

“…In the last decade, person-oriented learning patterns studies and studies in the SAL domain (see also the review study of Asikainen and Gijbels 2017) have pointed at the intrapersonal level, how diverse and complex relationships of student learning variables can be (e.g. Heikkilä et al 2011). It has widened the debate on the nature of learner profiles, taking into account for instance that learner groups can be typified as encompassing both meaning-directed and reproduction-directed learning or show the presence of more active or passive learner profiles (e.g.…”

The realization of personality oriented approach to learning and the personality formation of future nurses in high schools of Ukraine of the I-II accreditation levels (the end of XX – the beginning of XXI centuries)

“…Існують збірки статей з особистісно орієнтова-ного навчання у медичній освіті [2]. Особистісно-орієнтоване навчання привертає увагу не лише вітчи-зняних, а й закордонних дослідників [3][4][5]. Проблема підготовки медичних сестер також викликає увагу дослідників, слід вказати на праці В. Лісового [6], О. Кравченко [7], М. Шегедин [8].…”