Learning approaches as predictors of academic performance in first year health and science students

Salamonson, Yenna; Weaver, Roslyn; Chang, Sungwon; Koch, Jane; Bhathal, Ragbir; Khoo, Cheang; Wilson, Ian G

doi:10.1016/j.nedt.2013.01.013

Cited by 97 publications

(118 citation statements)

References 61 publications

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“…However, the evidence indicating that students who plan their time achieve better grades is mixed (Britton & Tesser, 1991; Burt & Kemp, 1994; Macan, Shahani, Dipboye, & Phillips, 1990;Trueman & Hartley, 1996). In contrast, university students who engage more with their studies might achieve higher grades (Salamonson et al, 2013). A number of interventions have been designed to improve university students' engagement with their studies (Wolters & Hoops, 2015).…”

Section: Coping With University Education: the Relationships Of Time mentioning

confidence: 99%

Coping with University Education: The relationships of Time Management Behaviour and Work Engagement with the Five Factor Model Aspects

Douglas

Bore

Munro

2016

Learning and Individual Differences

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It is posted here for your personal use. No further distribution is permitted. AbstractWe examined the construct validity of time management behaviour and work engagement, defined as a positive work-related state of mind. Two-hundred and eighty-one participants completed the Time Management Behaviour Scale, the Utrecht Work Engagement ScaleStudent Version, and the Big Five Aspect Scales. Linear regression analyses revealed that Time Management Behaviour was positively predicted by the Conscientiousness aspects, Industriousness and Orderliness. Work Engagement variables were also predicted by Industriousness, and both aspects of Openness/Intellect. Openness significantly predicted Vigor and Dedication, while Intellect predicted Absorption. These findings indicate that those higher in both time management behaviour and work engagement are more likely to use time effectively and minimise distractions. While individuals higher on time management behaviour are more likely to work in an orderly fashion, individuals higher in work engagement might be quicker to understand information. The implications for supporting students at university to learn more effectively are discussed in light of these findings.ABSTRACT WORD COUNT: 154 KEYWORDS: big five aspects; time management behaviour; work engagement; construct validity; self-regulated learning ACKNOWLEDGEMENTS: The primary author was supported by an Australian Postgraduate Award (APA) to conduct this research Coping with University Education: The Relationships of Time Management Behaviour and Work Engagement with the Five Factor Model AspectsUsing time more efficiently is widely assumed to be a key skill for students (Claessens, van Eerde, Rutte, & Roe, 2007; Kelly & Johnson, 2005; MacCann, Fogarty, & Roberts, 2012). However, the evidence indicating that students who plan their time achieve better grades is mixed (Britton & Tesser, 1991; Burt & Kemp, 1994; Macan, Shahani, Dipboye, & Phillips, 1990;Trueman & Hartley, 1996). In contrast, university students who engage more with their studies might achieve higher grades (Salamonson et al., 2013). A number of interventions have been designed to improve university students' engagement with their studies (Wolters & Hoops, 2015). However, personality traits might confer a higher likelihood of using self-regulated learning strategies in the first place. The aim of this study was to examine the trait antecedents of Time Management Behaviour (Macan et al., 1990) and Work Engagement (Schaufeli, Salanova, Gonzalez-Roma, & Bakker, 2002b), in order to determine which students might benefit more from self-regulated learning interventions. A secondary aim of this study was to establish evidence for the discriminant validity of both constructs in a tertiary student sample. Work EngagementWork engagement is defined by Schaufeli et al. (2002b) as a "…positive, fulfilling, work-related state of mind" (p. 74). Work engagement consists of three affective-cognitive states. Vigor is characterised by high levels of mental resilience whil...

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Section: Coping With University Education: the Relationships Of Time mentioning

confidence: 99%

Coping with University Education: The relationships of Time Management Behaviour and Work Engagement with the Five Factor Model Aspects

Douglas

Bore

Munro

2016

Learning and Individual Differences

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“…There is general agreement that students' own study behaviors and engagement with the study materials are of great importance for their subsequent study results (Diseth & Martinsen, 2003;Kusurkar, Ten Cate, Vos, Westers, & Croiset, 2013;Mattick, Dennis, & Bligh, 2004;Richardson, Abraham, & Bond, 2012;Salamonson et al, 2013). Building on the work of Marton and Säljö (1976) four decades ago, Entwistle and Ramsden (1983) introduced a much used conceptual framework in an attempt to distinguish between the qualitatively different approaches to studying that students employ.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

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Background: The shortening of measurement scales may improve their feasibility, but may also affect the scales' measurement properties. This study investigated the psychometric properties of the short Norwegian Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students.Methods: The students (n = 148) completed the Norwegian ASSIST and provided sociodemographic data. Scale structure was examined with Principal Components Analysis (PCA). Scale consistency was assessed with Cronbach's α. Bivariate associations between the full and short scales were examined with Pearson's r. Linear regression analyses were used to assess associations between scale scores and the students' average exam grade.Results: Three factors were confirmed, but one item did not fit within the deep approach scale. Cronbach's α for the scales ranged 0.64-0.71. The full-length scales were strongly associated with the corresponding short scales, r ranging 0.85-0.87. For the surface scales, the full-length and short scale scores were both associated with the students' average exam grade. For the strategic scale, only the full-length scale scores were associated with exam grade.Conclusions: The short scales of the Norwegian ASSIST have satisfactory psychometric properties and represent a feasible way of assessing students' study approaches in Norwegian higher education.

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“…Este resultado se orienta en la misma dirección que otras investigaciones, la cuales concluyen que, o bien el modo en que los estudiantes se aproximan a las situaciones de aprendizaje no constituye un factor determinante del desempeño académi-co, o bien el tipo de acercamiento no tiene un efecto directo sobre el rendimiento, sino más bien indirecto (Al-Qahtani, 2015;Karagiannopoulou y Milienos, 2015). No obstante, dada la evidencia obtenida en este trabajo en las facultades de Ingeniería y Medicina, así como también la derivada de otros estudios que sí han hallado tal relación, resulta conveniente continuar indagando este punto en futuros desarrollos (Hasnor, Ahmad y Nordin, 2013;Salamonson et al, 2013;Svedin, Balter, Scheja y Pettersson, 2013). Podría entonces analizarse tal asociación en otras unidades académicas no contempladas en este estudio, o bien segmentando por carreras, o tal vez reagrupando las facultades en categorías mayores, como, por ejemplo, las ramas de estudio (ciencias aplicadas, básicas, de la salud, humanas, sociales), propuestas por el Gobierno de Argentina, Ministerio de Educación-Secretaría de Políticas Universitarias (2012).…”

Section: Discussionunclassified

Enfoques de aprendizaje en estudiantes universitarios de Buenos Aires

2017

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ResumenIntroducción: los enfoques de aprendizaje aluden a la predisposición para aprender en diferentes situaciones académicas. Objetivo: se analizan estos enfoques (tipos profundo y superficial) en estudiantes universitarios de Buenos Aires. Metodología: participaron 397 estudiantes de diferentes facultades (Exactas y Naturales, Psicología, Ingeniería, Derecho, Medicina) entre 18 y 36 años. Resultados: los resultados mostraron diferencias según sexo en los enfoques profundo y superficial, favorables en el primer caso a las mujeres, y en el segundo a los varones. Con respecto a la variable Facultad, se registraron varias diferencias, destacándose los estudiantes de Exactas y Naturales en el enfoque profundo, y los de Ingeniería en el superficial, en relación con el resto de las facultades. Posteriormente, se analizó la relación entre enfoques y rendimiento académico en cada facultad, verificándose asociaciones estadísticamente significativas para los grupos de Ingeniería y Medicina. Conclusiones: los resultados muestran el efecto que la variable facultad ejerce sobre los enfoques de aprendizaje, dando cuenta de la relevancia que los tipos de enseñanza adquieren en la configuración de aquellos. Las correlaciones observadas con el rendimiento académico resaltan la importancia del tipo de enfoque para ciertas carreras. Se espera que la información presentada contribuya a la planificación de actividades tendientes a mejorar el aprendizaje de contenidos por parte del estudiantado. Learning approaches in university students from Buenos AiresAbstract Introduction: Learning approaches allude to the predisposition to learn in different academic situations. Objective: These approaches (deep and superficial) are analyzed in university students from Buenos Aires. Methodology: 397 students between 18 and 36 years old from different schools (Exact and Natural Sciences, Psychology, Engineering, Law, and Medicine) participated. Results: The results showed differences according to sex in deep and superficial approaches, favorable to women in the first case, and to men in the second. With respect to the School variable, several differences were recorded in which Exact and Natural Sciences students stood out in the deep approach, and Engineering students in the superficial, in relation to the rest of schools. Subsequently, the relationship between approaches and academic performance in each school was analyzed, corroborating statistically significant associations for the Engineering and Medicine groups. Conclusions: Results show the effect that the School variable has on learning approaches, accounting for the relevance that teaching types have in shaping them. The observed correlations with academic performance highlight the importance of the type of approach for certain programs. It is expected that the information presented contributes to the planning of activities tending to improve students' learning of contents.

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Learning approaches as predictors of academic performance in first year health and science students

Cited by 97 publications

References 61 publications

Coping with University Education: The relationships of Time Management Behaviour and Work Engagement with the Five Factor Model Aspects

Coping with University Education: The relationships of Time Management Behaviour and Work Engagement with the Five Factor Model Aspects

Psychometric Properties of the Short ASSISTScales

Enfoques de aprendizaje en estudiantes universitarios de Buenos Aires

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