Hands, Caroline 
ORCID: 0000-0002-0898-8258 and Limniou, Maria ORCID: 0000-0002-6317-4038
(2023)
A Longitudinal Examination of Student Approaches to Learning and Metacognition.
Journal of Higher Education Theory and Practice, 23 (19).
pp. 125-150.
|
PDF
11+HandsFinal.pdf - Author Accepted Manuscript Download (455kB) | Preview |
Abstract
<jats:p>Student Approaches to Learning (SAL) mainly consists of two contradictory approaches (surface and deep learning) to learning that have been extensively studied in educational research. Metacognition, which refers to the process of thinking about one’s thinking, has been shown to play a crucial role in helping students shift from a surface to a deep approach to learning. The current study collected data using two questionnaires (RSPQ-2F& MAI) from 1329 students. Both metacognition and learning approaches showed medium correlations and an effect of the year of study. A crossed-lagged model shows no effect of deep learning on metacognitive knowledge or regulation, although this does increase significantly over time. Overall, the study’s findings suggest a complex yet clear relationship between student learning approaches and their final grade outcomes. Students will lean towards more surface learning as their (perceived) workload increases and assessments become more challenging. These findings suggest that teachers and policy makers should seek ways to increase deep learning methods, possibly using metacognitive skills training.</jats:p>
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | Behavioral and Social Science, Basic Behavioral and Social Science, 4 Quality Education |
| Divisions: | Faculty of Health and Life Sciences Faculty of Health and Life Sciences > Institute of Population Health |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 09 Jan 2024 11:54 |
| Last Modified: | 14 Mar 2024 20:19 |
| DOI: | 10.33423/jhetp.v23i19.6677 |
| Related URLs: | |
| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3177712 |
Dimensions
Dimensions
