Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison.

Abstract

This study examines differences between Australian and Japanese secondary school students' conceptions of learning and their use of self-regulated learning strategies. Australian students have a narrow, school-based view of learning. The Japanese students view learning from a much broader perspective. For them, learning is not only related to what happens at school, it is also seen as a lifelong, experiential process leading to personal fulfillment. However, in spite of these differences in learning conceptualizations, the strategies used by students in a Western learning context are similar to those used by Japanese students. A conception of learning as "understanding" is associated with a greater total use of strategies for both Australian and Japanese students.There are many clear descriptions of the characteristics of good self-regulators of learning. Typically, self-regulators are characterized as purposeful, strategic, and persistent in their learning. They possess the ability to evaluate their own progress in relation to the goals they have set and to adjust subsequent behavior in light of those self-evaluations. Selfregulated learners generate and direct their own learning experiences rather than act in response to external controls. In sum, they are self-initiators who exercise personal choice and control of the methods needed to attain the learning goals they have set for themselves.Although such descriptions provide important information about the students in classrooms, they do not tell why or how students become self-regulators. A model of selfregulated learning, set within the framework of social cognitive theory, proposes that personal, environmental, and behavioral factors operate separately but interdependently as students engage in academic tasks (Zimmerman, 1990). Of the personal factors that influence learning, social cognitive theory emphasizes the role of students' self-efficacy beliefs. A less emphasized set of beliefs, but nevertheless one with the potential to influence the learning strategies used, is students' conceptions of learning itself. In turn, how

Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies

“…They found that qualitative conceptions (such as 'learning is concerned with understanding and meaning by relating or connecting new material to prior knowledge') were particularly linked with deep processing. Furthermore, more advanced conceptions in which learning is seen as understanding instead of memorising, are found to be associated with a more frequent use of self-regulated learning strategies (Purdie et al 1996). Ferla et al 2008 tested a structural model in which conceptions of learning were related with regulation and processing strategies.…”

“…It is hypothesized based on previous research on conceptions of learning (e.g., Ferla et al 2008;Purdie et al 1996) that relationships exist between conceptions of constructivist learning and regulation and processing strategies, since previous research on conceptions of constructivist learning demonstrated relationships with learning activities such as self-study time and study preparation and participation (Loyens et al 2007b). Furthermore, it is expected that conceptions of self-regulated learning show significant relationships with actual self-regulated learning activities.…”

“…Therefore, conceptions of learning now constitute an important component of research on student learning (Vermunt 2007). The result is a large number of studies relating students' conceptions of knowledge (i.e., epistemologies) and conceptions of learning to other aspects of learning such as cognitive processing strategies (e.g., Vermunt 1996), regulation strategies (e.g., Purdie et al 1996), motivation (e.g., Pintrich and Zusho 2002), and learning outcomes (e.g., McLean 2001). Those studies examined students' conceptions of learning, using existing taxonomies (e.g., qualitative categorisation by Marton et al 1993) and focused on learning in general.…”

Análisis lexicométrico aplicado al estudio de las concepciones de aprendizaje

“…(BOULTON-LEWIS et al, 2004;CANO;CARDELLE-ELAWAR, 2004;PURDIE;HATTIE;DOUGLAS, 1996). Estos resultados han llevado a proponer que las concepciones de aprendizaje estarían constituidas por algunos elementos propios de una situación educativa, los que le darían un cierto carácter universal, no obstante los matices y énfasis que pueden ser aportados desde cada contexto cultural.…”

“…Asimismo, categorías complementarias han surgido de otras investigaciones, tales como procesamiento de la información, aprendizaje experiencial (TYNJÄLÄ, 1997) y desarrollo personal, entre otras. (PURDIE;HATTIE;DOUGLAS, 1996).…”