Interrelations among university students' approaches to learning, regulation of learning, and cognitive and attributional strategies: a person oriented approach

被引：75

作者：

Heikkila, Annamari ^{[1
]}

Niemivirta, Markku ^{[2
]}

Nieminen, Juha ^{[1
]}

Lonka, Kirsti ^{[3
]}

机构：

[1] Univ Helsinki, Ctr Res & Dev Higher Educ, Fac Behav Sci, FIN-00014 Helsinki, Finland

[2] Univ Helsinki, Inst Behav Sci, FIN-00014 Helsinki, Finland

[3] Univ Helsinki, Res Ctr Educ Psychol, Fac Behav Sci, FIN-00014 Helsinki, Finland

来源：

HIGHER EDUCATION | 2011年 / 61卷 / 05期

基金：

芬兰科学院;

关键词：

Approaches to learning; Regulation of learning; Cognitive and attributional strategies; Latent class clustering; Study success; SELF-HANDICAPPING STRATEGIES; DEFENSIVE PESSIMISM; HIGHER-EDUCATION; ORIENTATIONS; BURNOUT; STRESS;

D O I：

10.1007/s10734-010-9346-2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies, and well-being. Their interrelations were examined in a variable- and a person-oriented way. Latent class clustering was used for clustering students into homogeneous groups. Three groups of students were identified: non-academic, self-directed, and helpless students. Helpless students reported higher levels of stress and exhaustion than non-academic or self-directed students. Self-directed students had the highest GPA. Our findings demonstrate the usefulness of combining cognitive and emotional aspects for investigations of students' learning.

引用

页码：513 / 529

页数：17

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