Lernstrategien und Lernerfolg im Studium:

Boerner, Sabine; Seeber, Günther; Keller, Helmut; Beinborn, Peter

doi:10.1026/0049-8637.37.1.17

Cited by 49 publications

(27 citation statements)

References 13 publications

(14 reference statements)

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“…Both instruments differentiate between two classification levels: Higher-level cognitive, metacognitive, and resource-related strategies and lower-level structures assessed by the more specific subscales of the questionnaire (Wild & Schiefele, 1994). The methodological basis of the LIST, however, has been criticized because recent work did not confirm the proposed higher-order three-factor structure (Boerner, Seeber, Keller, & Beinborn, 2005). Instead, it was suggested that a two-factor model including the second-order factors ''learning discipline'' and ''elaboration'' may be more appropriate to account for the learning strategies assessed by the LIST (Blickle, 1996).…”

Section: Learning Strategies and Personalitymentioning

confidence: 97%

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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: Learning Strategies and Personalitymentioning

confidence: 97%

“…Learning discipline contains the scales Organization, Rehearsal, Meta-cognition, Effort, Attention, Time management and Learning environment, whereas the scales Relationships, Critical evaluation, Learning with fellow students and Literature build the factor elaboration. For details on reliability and validity see Boerner et al (2005).…”

Section: Listmentioning

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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“…German Learning Strategy Inventory (LIST). The inventory (Wild & Schiefele, 1994) distinguishes three groups of strategies -cognitive, metacognitive, and resource management strategies, which are comprised of several subscales: organization (α = .83), elaboration (α = .81), repetition (α = .63), planning (α = .77), monitoring (α = .66), regulation (α = .78), effort (α = .70), time management (α = .86), and joint learning (α = .87). All items were measured on 5-point scales (1 = very seldom, 5 = very often).…”

Section: Methodsmentioning

confidence: 99%

“…We then inquired about learning strategies via our constructed self-testing scale (ST-scale, see below), followed by other items (e.g., generation, spaced/interleaved learning), which we included for distraction (and for reasons not relevant to the present study: replication of a previous published relationship of NFC and goals orientations with learning activities by the first author). Thereafter, items of the German Learning Strategy Inventory LIST (Schiefele & Wild, 1994) followed, which served to validate our newly constructed scale. We embedded the measurement of students' test anxiety (PAF; Hodapp, Rohrmann & Ringeisen, 2011) within other questionnaires (e.g.…”

Section: Participants and Proceduresmentioning

confidence: 99%

Pilot Study on the Relationship of Test Anxiety to Utilizing Self-Testing in Self-Regulated Learning

Weißgerber¹,

Reinhard²

2018

IJPS

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Whether or not test-anxious students leverage the power of testing as potent learning tool is unclear. In a pilot study we investigated the relation of test anxiety to the utilization of testing activities and academic performance in self-regulated learning. We hypothesized that increased cognitive test anxiety would relate to less self-reported use of self-testing in favor of repetition strategies, and thus relate in turn to lower self-reported exam grades. To examine this idea, we created a scale contrasting self-testing and repetition strategies, which showed sufficient preliminary reliability and validity. The findings support our notion with respect to the cognitive interference component of test anxiety: More interference was associated with less self-testing, and the link of interference with exam grades was fully mediated by the reported degree of self-testing. Although our findings are preliminary and limited in generalizability due to small sample size and lack of factor analysis of the created scale, the results hint at one potential reason why test-anxious students may underperform. Consequently, educators might motivate their test-anxious students to rely more on effective study approaches.

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“…Experimental studies often report that adequate correlations are not found or are showing relative low coherence (Artelt, 1999;Schiefele, 2005 2 (Schiefele, 2005). We assume like others that the reasons for the low coherence could be allocated on the one hand in the validity and/or reliability of measuring learning performance but also on the other hand to in the research setting not considering variables which affect the relationship between learning strategies and learning performance (Boerner, Seeber, Keller & Beinborn, 2005). For instance Artelt (1999) and Schiefle (2005) point out that the use of research designs which are close to the observation of behaviour lead to higher coherence.…”

mentioning

confidence: 99%

Open Praxis, volumen 4 issue 1

Praxis¹

2010

Open Praxis

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Summary The paper aims at examining the inability of NOUN to graduate degree students despite 7 years of operation. It examined this by viewing the quality, quantity, experience and continuous development of the academic staff. A 25% sample of the academic staff was taken across the schools and using the Spearman-Rho correlation, it is established that the acute shortage of academic staff hampers performance. It is also established that only 40% of the staff have doctoral degrees and 74% are in the lower academic ranks with few older academicians to mentor them. Finally, many of the staff has little or no experience in tertiary IntroductionAn open university is a university that takes care of all its prospective candidates irrespective of their academic background (Anderson, Benjamin and Fuss, 1998). The door of the university is open to all. All applicants are admitted at will and are allowed to study according to their speed. This implies that a student may choose to study longer than the minimum number of years required to graduate for a particular course. Open universities has various programmes designed to take care of various interest groups of people despite their deficiencies. It is a university that do not shut the admission door on any applicant. Candidates who have deficiencies are usually admitted on compassionate grounds such as age and experience.Presently, all over the world, Open and Distance Education (ODE) is gaining momentum and is responding to the challenge of the exponential rise in the population of those who have been deprived of the right to education. This mode of study has been legitimately accepted as a mode of education for over 150 years (Guri-Rosenblit, 1999; Holmberg, 2001). As a worldwide phenomenon, ODE has also become an acceptable mode of education in AfricaOpen Praxis Volume 4, Issue 1, March 2010Page 1 and particularly in Nigeria (Adekanmbi, 2004). However, the greatest challenge confronting ODE in Africa generally and Nigeria in particular is the availability of quality academic staff versed in the operations of the ODE. National Open University of Nigeria: A Brief OverviewAs far back as 1977, the idea of an open university has already reflected in the National Policy on Education as it states that: "maximum efforts will be made to enable those who can benefit from higher education to be given access to it. Such access may be through universities or correspondence courses, or open universities, or part-time and work study programme" (National Policy on Education, 1977). It was this policy statement that paved the way for the National Open University (NOU), the forerunner of the NOUN.After a prolonged debate in the National Assembly, an act establishing the Open University of Nigeria was passed. The NOU was formally established on 22 nd July, 1983 but before it could take off, the act was suspended via a budgetary pronouncement made by General Buhari on April 25, 1984, after the military junta took over (Blueprint, 2002). However, in 2002 another democratically elected gover...

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Lernstrategien und Lernerfolg im Studium:

Cited by 49 publications

References 13 publications

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

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

Pilot Study on the Relationship of Test Anxiety to Utilizing Self-Testing in Self-Regulated Learning

Open Praxis, volumen 4 issue 1

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