Motivation and study habits

Entwistle, Noël; Thompson, Jennifer; Wilson, Jeremy D.

doi:10.1007/bf00153949

Cited by 69 publications

(30 citation statements)

References 19 publications

(18 reference statements)

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“…Study methods were also found to be related to personality, indicating that students with differing personality and motivation were likely to study in contrasting ways (Entwistle et al, 1974). Even in this early research, the complexity of interrelationships affecting different ways of studying was becoming clear.…”

Section: Developing Inventory Measures Of Study Strategies Learning mentioning

confidence: 93%

The Conceptual Bases of Study Strategy Inventories

Entwistle¹,

McCune²

2004

Educational Psychology Review

468

384

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This article describes the historical origins and development of a series of well-known study strategy inventories and seeks to identify their conceptual bases. The theories and evidence influencing the development of 6 contrasting instruments are considered before examining empirical evidence of similarities and differences between the measurement instruments. This analysis is tackled in three stages, looking first at inventories developed in the 1970s and 1980s that focused mainly on motivation, study methods, and learning processes. The more recent work that brought in mental models, metacognition, and self-regulation is then introduced, leading to a concluding section that discusses the conceptual bases of the whole set of inventories. The trends found in this research area are described and used to explore the current confusion of overlapping terms describing apparently similar aspects of learning and studying in higher education.KEY WORDS: approaches to studying; study strategy inventory; student learning; higher education; university.There has recently been an upsurge in interest in describing and measuring the study strategies of students in higher education. This development can be attributed, in part, to the increasing requirements on universities to justify public funding by demonstrating effectiveness and efficiency in their teaching. Moreover, convincing empirical evidence is increasingly being sought to inform policy decisions, some of which relate to the training

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Section: Developing Inventory Measures Of Study Strategies Learning mentioning

confidence: 93%

The Conceptual Bases of Study Strategy Inventories

Entwistle¹,

McCune²

2004

Educational Psychology Review

468

384

View full text Add to dashboard Cite

show abstract

“…These sources include the Lancaster group (Entwistle and Wilson, 1970;Entwistle, Thompson and Wilson, 1974), the Australian group (Biggs, 1978;1987a), the Swedish group Saljo, 1976a, 1976b), and the Richmond group (Pask, 1976). Some researchers have adopted quantitative methods based on psychometric techniques (Biggs 1987a, Entwistle andWilson, 1970), whereas others used more qualitative methods, for example, the phenomenographical approach (Lucas, 2001).…”

Section: Approaches To Learning Of Accounting Studentsmentioning

confidence: 99%

Changing the learning environment to promote deep learning approaches in first-year accounting students

Hall

Ramsay

Raven

2004

Accounting Education

210

168

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Developing deep approaches to learning is claimed to enhance students' engagement with their subject material and result in improved analytical and conceptual thinking skills. Numerous calls have been made for accounting educators to adopt strategies that produce such results. This paper reports on changes to the learning environment centring on the introduction of group learning activities that were designed to improve the quality of students' learning outcomes. The impact of changes in the learning environment on students' approaches to learning, as measured by the Study Process Questionnaire (SPQ) (Biggs, 1987b), was then assessed. Results indicate that across the semester, accounting students exhibited a small but statistically significant increase in their deep learning approach, and a small but statistically significant reduction in their surface learning approach. The results suggest that accounting educators, through changes in the learning environment, may be able to influence the learning approaches adopted by accounting students.

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“…9 Returning to higher education, students with high scores on either fear of failure or hope for success were interviewed to explore their reactions to the situations they were meeting in higher education. 10 The most striking difference was in their comments about examinations. Students motivated by hope for success found that nervousness helped.…”

Section: Measuring Motivation To Learnmentioning

confidence: 94%

Motivation to learn: Conceptualisations and practicalities

Entwistle¹

1987

British Journal of Educational Studies

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Motivation and study habits

Cited by 69 publications

References 19 publications

The Conceptual Bases of Study Strategy Inventories

The Conceptual Bases of Study Strategy Inventories

Changing the learning environment to promote deep learning approaches in first-year accounting students

Motivation to learn: Conceptualisations and practicalities

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