The growth trend in learning strategies during the transition from secondary to higher education in Flanders

Coertjens, Liesje; Donche, Vincent; Mæyer, Sven De; Daal, Tine van; Petegem, Peter Van

doi:10.1007/s10734-016-0093-x

Cited by 35 publications

(25 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As the data were gathered at unequal time intervals, unequal time scores were used to estimate the model. For the free time scores model, the two middle scores were freely estimated (Coertjens, Donche, De Maeyer, van Daal, & Van Petegem, 2017). To examine which model fitted the data best, the Akaike information criterion (AIC) and Bayesian information criterion (BIC) were used as well as a model comparison based on the chi-square test with Satorra-Bentler scaling (Muth en & Muth en, 2015;Satorra & Bentler, 2010).…”

Section: Preliminary Analysesmentioning

confidence: 99%

Work‐related learning in the transition from higher education to work: The role of the development of self‐efficacy and achievement goals

Grosemans

Coertjens

Kyndt

2018

Brit J of Edu Psychol

Self Cite

View full text Add to dashboard Cite

Background Work‐related learning is particularly important at the start of graduates' careers. Preparing students for work‐related learning is a chief aim of higher education, demonstrating its relevance when investigating the transition to work. Aim This study aimed to investigate the role of personal factors for work‐related learning during the transition from higher education to work. This study took a longitudinal and person‐centred approach by examining differences in work‐related learning between different motivational profiles based on the conjoint development of self‐efficacy and achievement goals. Sample Questionnaires were administered four times, starting in the beginning of students' final year of higher education until 4 months after graduation (N = 814). Methods In order to assess the development of the personal factors, different multi‐indicator latent growth curve models were estimated. Afterwards, a multidimensional latent class growth analysis was used to identify latent profiles of participants with similar growth trajectories. Differences in work‐related learning were investigated by a multivariate analysis of variance. Results and Conclusions The results revealed an average increase in self‐efficacy, learning‐goal, and performance‐approach orientation, indicating that the transition to work triggers change in these personal factors. Performance‐avoidance orientation decreased on average. Four distinct motivational profiles were discerned: strongly efficacious and approach‐oriented, moderate efficacious and approach‐oriented, moderate efficacious and learning‐oriented, and undecided profile. Furthermore, differences were found concerning work‐related learning, in which the strongly efficacious and approach‐oriented profile reported more participation in formal and informal learning activities using personal sources, while the undecided profile showed least participation in the latter.

show abstract

Section: Preliminary Analysesmentioning

confidence: 99%

Work‐related learning in the transition from higher education to work: The role of the development of self‐efficacy and achievement goals

Grosemans

Coertjens

Kyndt

2018

Brit J of Edu Psychol

Self Cite

View full text Add to dashboard Cite

show abstract

“…Research to this point has been unclear about learning strategy changes during this crucial period. Longitudinal research has often indicated either small improvement over tertiary entry level but little development in the transition to (Coertjens, Donche, De Maeyer, van Daal, & Van Petegem, 2017) and during tertiary experiences (i.e., Coertjens, Donche, De Maeyer, Vanthournout, & Van Petegem, 2013). Early research utilizing difference testing over time generally suggested a decline in the quality of student learning (e.g., Volet, Renshaw, & Tietzel, 1994;Watkins & Hattie, 1985).…”

mentioning

confidence: 99%

Regulating approaches to learning: Testing learning strategy convergences across a year at university

Fryer

Vermunt

2017

Brit J of Edu Psychol

View full text Add to dashboard Cite

Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed.

show abstract

“…To gauge whether or not students increase their deep learning to the detriment of surface and unregulated learning, studies on learning strategies have relied upon latent growth analysis [ 55 ]. We use this technique here as well, given that it allows the estimation of MNAR models more easily than does multilevel analysis [ 30 ].…”

Section: Methodsmentioning

confidence: 99%

To what degree does the missing-data technique influence the estimated growth in learning strategies over time? A tutorial example of sensitivity analysis for longitudinal data

et al. 2017

Self Cite

View full text Add to dashboard Cite

Longitudinal data is almost always burdened with missing data. However, in educational and psychological research, there is a large discrepancy between methodological suggestions and research practice. The former suggests applying sensitivity analysis in order to the robustness of the results in terms of varying assumptions regarding the mechanism generating the missing data. However, in research practice, participants with missing data are usually discarded by relying on listwise deletion. To help bridge the gap between methodological recommendations and applied research in the educational and psychological domain, this study provides a tutorial example of sensitivity analysis for latent growth analysis. The example data concern students’ changes in learning strategies during higher education. One cohort of students in a Belgian university college was asked to complete the Inventory of Learning Styles–Short Version, in three measurement waves. A substantial number of students did not participate on each occasion. Change over time in student learning strategies was assessed using eight missing data techniques, which assume different mechanisms for missingness. The results indicated that, for some learning strategy subscales, growth estimates differed between the models. Guidelines in terms of reporting the results from sensitivity analysis are synthesised and applied to the results from the tutorial example.

show abstract

The growth trend in learning strategies during the transition from secondary to higher education in Flanders

Cited by 35 publications

References 26 publications

Work‐related learning in the transition from higher education to work: The role of the development of self‐efficacy and achievement goals

Work‐related learning in the transition from higher education to work: The role of the development of self‐efficacy and achievement goals

Regulating approaches to learning: Testing learning strategy convergences across a year at university

To what degree does the missing-data technique influence the estimated growth in learning strategies over time? A tutorial example of sensitivity analysis for longitudinal data

Contact Info

Product

Resources

About