Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

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Psychological correlates of university students' academic performance: a systematic review and meta-analysis

This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided.

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A meta-analysis of the five-factor model of personality and academic performance.

This is the first issue of Metacognition and Learning, a new international journal dedicated to the study of metacognition and all its aspects within a broad context of learning processes. Flavell coined the term metacognition in the seventies of the last century (Flavell, 1979) and, since then, a huge amount of research has emanated from his initial efforts. Do we need metacognition as a concept in learning theory? Already in 1978, Brown posed the question whether metacognition was an epiphenomenon. Apparently, she was convinced otherwise as she has been working fruitfully for many years in the area of metacognition. Moreover, a review study by Wang, Haertel, and Walberg (1990) revealed metacognition to be a most powerful predictor of learning. Metacognition matters, but there are many unresolved issues that need further investigation. This introduction will present ten such issues, which are by no means exhaustive. They merely indicate what themes might be relevant to the journal.

http://www.realtutoring.com/seminar/meta_veenman.pdf

Metacognition and learning: conceptual and methodological considerations

Scientific discovery learning is a highly self-directed and constructivistic form of learning. A computer simulation is a type of computer-based environment that is well suited for discovery learning, the main task of the learner being to infer, through experimentation, characteristics of the model underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovev learning in simulation environments together with problems that learners may encounter in discovery learning, and we discuss how simulations may be combined with instructional support in order to overcome these problems.

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Scientific Discovery Learning with Computer Simulations of Conceptual Domains

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education

https://isiarticles.com/bundles/Article/pre/pdf/34156.pdf

The relation between learning styles, the Big Five personality traits and achievement motivation in higher education

Background. In his dissertation, Jan Vermunt (1992) proposed four different learning styles: a meaning directed, a reproduction directed, an application directed and an undirected style.



Aims. In a cross-sectional and longitudinal design the development of these learning styles during students' stay at the university is studied, as well as the relation of these styles with academic success. A systematic relation between year of study and learning style is expected, namely that the application and meaning directed learning style scores would be higher in the later years and the undirected and reproduction learning style scores would be the highest in the early years.



Results. In the cross-sectional study it was not found that the application and meaning directed learning style scores were higher in the later years, nor that the undirected and reproduction learning style scores were the highest in the early years. In the longitudinal study the means of the meaning directed and application directed learning style scores indeed increased over the years, while the means of the reproduction and undirected learning style scores decreased. For the score on the meaning directed learning style, this change was significant, though a marginal effect size was found.



Conclusion. It might not be concluded there is a systematic relation between year of study and learning style. No evidence is found for the implicit hierarchy that the meaning directed and application directed learning are better than the reproduction learning style. The undirected learning style, however, correlates negatively with academic success.

Vittorio V. Busato

Papers

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education

The relation between learning styles, the Big Five personality traits and achievement motivation in higher education

Learning styles: a cross-sectional and longitudinal study in higher education

Metacognitive mediation in learning with computer-based simulations

Een nieuwe bijdrage tot validatie van het (meta)cognitieve deel van de Inventaris Leerstijlen