Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among PBL psychology students, conceptions of constructivist learning showed structural relationships with regulation and processing strategies as measured by both the ILS and MSLQ. → Loyens 2008

Evidence¶

Loyens 2008¶

Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6

q3 · i? · associational · r1

Structural equation modelling with 98 third- and fourth-year psychology students in a problem-based curriculum; two hypothesized models (ILS and MSLQ variables) both fit, implying that "structural relations exist between instructional conceptions of a constructivist learning environment and regulation and processing strategies."

"Altogether, these findings imply that structural relations exist between instructional conceptions of a constructivist learning environment and regulation and processing strategies."

Discussion¶

Related Claims¶

• Conceptions of motivation to learn relate positively to self-regulation and external regulation and negatively to lack of regulation
• Conceptions of knowledge construction showed no significant relationships with students' reported regulation strategies — reports the opposite
• A three-tiered conceptual-controlling-operational structure is fully valid for MSLQ variables but only partially for ILS variables — a narrower finding that bears on this claim
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation — possibly the same claim (merge candidate)
• Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy — a narrower finding that bears on this claim
• A three-tiered conceptual-controlling-operational structure is fully valid for MSLQ variables but only partially for ILS variables — related
• Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities — related
• Studies since 2004 confirm strong interrelations among processing strategies, regulation strategies, conceptions, and motivations of learning patterns — a broader claim this one bears on
• Students' conceptions of self-regulated learning can diverge from their reported self-regulated learning activities — a narrower finding that bears on this claim