Learning Approaches of Successful Students and Factors Affecting Their Learning Approaches

Beyaztaş, Dilek İlhan; Senemoğlu, Nuray

doi:10.15390/eb.2015.4214

Cited by 21 publications

(18 citation statements)

References 24 publications

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“…According to Edmondson et al (2012), students who use self-directed learning effectively are more successful. Ilhan-Beyaztaş (2014) states that successful students recommended the following to become effective learners: identifying goals and planning to achieve them; organizing study environments in line with their goals, doing research, accepting help from others when necessary, and monitoring their own learning. These recommendations overlap with the characteristics of self-directed learners.…”

Section: Discussionmentioning

confidence: 99%

An Investigation of Self-Directed Learning Skills of Undergraduate Students

2018

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The aims of this study were to reveal university students' self-directed learning skills and determine whether these skills vary based on university type, gender, field of study, year of study, academic success, type of university entrance score, income level, and the desire to pursue a graduate degree. Also, this study explored the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The study group of the survey comprised 2,600 first and fourth-year students from same departments of Hacettepe and Başkent Universities. The study collected its data by using “Self-Directed Learning Skills Scale” designed by Aşkin (2015). Moreover, Diker-Coşkun's “Lifelong Learning Tendencies Scale” was used to explore the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The results revealed that university students' self-directed learning scores were above the median score of the scale. Self-directed learning skills were found not to vary based on university, year of study, income level. However, gender, field of study, university entrance score type, academic success and the desire to pursue a graduate degree made a significant difference on university students' self-directed learning skills. Finally, a moderate positive relationship was detected between self-directed learning skills and lifelong learning tendencies. In summary it can be said that, undergraduate students have self-directed learning skills and these skills are related to lifelong learning.

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Section: Discussionmentioning

confidence: 99%

An Investigation of Self-Directed Learning Skills of Undergraduate Students

2018

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“…In addition, it was detected that the fact that adopting the strategic learning approach led to a decrease in YGS scores. In the literature, it can be seen that the success of the individuals who adopt the strategic learning approach decreases (Bernardo, 2003;Heikkilä & Lonka, 2006;İlhan-Beyaztaş & Senemoğlu, 2015;Sadler-Smith, 1996;Watkins, 2001). In this context, this finding contradicts with the literature.…”

Section: Discussionmentioning

confidence: 80%

“…The literature also supports that the success of the individuals who adopt the deep learning approach increases (Bernardo, 2003;Heikkilä & Lonka, 2006;İlhan-Beyaztaş & Senemoğlu, 2015;Sadler-Smith, 1996;Watkins, 2001). YGS scores are calculated by means of a formula in which the number of the correct and incorrect answers of the students in tests and the diploma grades are also added.…”

Section: Discussionmentioning

confidence: 99%

“…It was found that the studies that have been conducted so far usually address the relationship between self-regulation and academic achievement or learning approaches and academic achievement. These studies detected a positive correlation between self-regulation, deep and strategic learning approaches and academic success; a negative correlation between surface learning approach and academic achievement (Bernardo, 2003;İlhan-Beyaztaş & Senemoğlu, 2015;Pintrich & De Groot, 1990;Ruban & Reis, 2006;Sadler-Smith, 1996;Senemoğlu, 2011;Zimmerman & Bandura, 1994;Zimmerman, Bandura, & Martinez-Pons, 1992;Watkins, 2001). In addition, the study conducted by Heikkilä and Lonka (2006) examined the relationship between learning approaches, self-regulation, learning strategies and achievement motivation on 366 university students studying in various departments and found a positive correlation between deep learning approach and achievement, self-regulation.…”

Section: Relationship Between Self-regulation Learning Approaches Amentioning

confidence: 99%

“…In addition, the analysis of these factors will contribute not only to the process of entering the university but also to professional life of students. Properties such as self-regulation and learning approaches undoubtedly influence students' academic achievement as well as their success in university entrance exams (İlhan-Beyaztaş & Senemoğlu, 2015;Pintrich & De Groot, 1990;Ruban & Reis, 2006;Sadler-Smith, 1996;Zimmerman & Bandura, 1994;Zimmerman, Bandura, & Martinez-Pons, 1992;Watkins, 2001). However, it is not exactly known how the direct and indirect relations between these variables are, and which variable has more effect on success.…”

Section: Introductionmentioning

confidence: 99%

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Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis

Beyaztaş

Göçer-Şahin²

2018

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A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017academic year were used. As a result of the research, the most important factor affecting the success of universityentrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, theyfall by using surface learning approaches. It was detected that the use of the strategic learning approach reducesuniversity entrance exam scores.

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Study of Relationship Between the Learning Methods and the Assessment Methods of Engineering and Management Students Studying the Internet of Things Knowledge Areas

Singar

2022

Mobility for Smart Cities and Regional Development - Challenges for Higher Education

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Learning Approaches of Successful Students and Factors Affecting Their Learning Approaches

Cited by 21 publications

References 24 publications

An Investigation of Self-Directed Learning Skills of Undergraduate Students

An Investigation of Self-Directed Learning Skills of Undergraduate Students

Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis

Study of Relationship Between the Learning Methods and the Assessment Methods of Engineering and Management Students Studying the Internet of Things Knowledge Areas

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