Journal ArticleDOI
Faculty patterns in study behaviour
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TLDR
A 72 item Study Behaviour Questionnaire (SBQ) was constructed and administered to 314 prospective teachers, enrolled in the Faculties of Arts and Science, before they had started university lectures and again just prior to the first year examinations as discussed by the authors.Abstract:
A 72 item Study Behaviour Questionnaire (SBQ) was constructed and administered to 314 prospective teachers, enrolled in the Faculties of Arts and Science, before they had started university lectures and again just prior to the first year examinations. The items on the first administration were factor analyzed and 6 factors were obtained: a study organization factor, a motivational factor, and several cognitive style-type factors. The latter appeared to involve two main classes of study strategy: “simplifying” strategies, and “opening-out” strategies. The study organization factor was uncorrelated with performance, but there were consistent correlations, in the Arts faculty only, between the remaining factors and performance. It was suggested that the general tasks demanded of Arts and Science students were different, and required different strategic approaches.read more
Citations
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Journal ArticleDOI
The Conceptual Bases of Study Strategy Inventories.
Noel Entwistle,Velda McCune +1 more
TL;DR: In this article, the authors describe the historical origins and development of a series of well-known study strategy inventories and seek to identify their conceptual bases, focusing mainly on motivation, study methods, and learning processes.
Journal ArticleDOI
Student learning and perceptions of the academic environment
TL;DR: The authors examined the effects of the organisation of curricula, teaching, and assessment on student learning and looked at the different demands which different academic environments make on their students, concluding that students in different subject areas see themselves to be studying in markedly different environments.
Journal ArticleDOI
Development of a self-report inventory for assessing individual differences in learning processes
TL;DR: In this article, the authors developed and applied a self-report inventory for measuring individual differences in learning processes and found that the results were positively related to performance under incidental learning instructions in both a lecture-learning and traditional verbal learning study.
Journal ArticleDOI
Deep and surface learning: a simple or simplistic dichotomy?
TL;DR: In this paper, the authors show that the use of this dichotomy, which is often used as a convenient shorthand, generally oversimplifies in two key respects, namely, the deep-surface distinction is relevant in analysing the following aspects of learning: student learning intentions, learning styles, learning approaches adopted and learning outcomes.
Journal ArticleDOI
Understanding academic performance and progression of first-year accounting and business economics undergraduates: the role of approaches to learning and prior academic achievement
TL;DR: For instance, the authors found that age, gender, and prior academic achievement have direct effects on students' approaches to learning and their academic performance and progression, and they found that gender, age, and academic achievement had a direct effect on student's approach to learning.
References
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Journal ArticleDOI
Intolerance of ambiguity as an emotional and perceptual personality variable
Book ChapterDOI
Cognitive Complexity and Personality Development
TL;DR: The concept of cognitive complexity stands at the junction of two converging streams of theoretical activity in contemporary personality theory as mentioned in this paper, one of which is the concern with cognitive structural variables in behavior, emerging from such varied sources as the work of Bartlett, Piaget, Lewin, and Tolman, among others.
Journal ArticleDOI
A study-attitudes questionnaire for predicting academic success.
Journal ArticleDOI
Divergent thinking and science specialists.
TL;DR: Two chief points about the newer tests of "divergent thinking” can be emphasized: the first concerns their doubtful long-range validity, because it has not been shown that they correlate with later achievement in the way that ordinary IQ tests do, and the second centres on Hudson's report that sixth form science specialists in British schools are usually convergent in their intellectual bias.