Studies since 2004 confirm strong interrelations among processing strategies, regulation strategies, conceptions, and motivations of learning patterns¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? New-sample studies confirm the interrelations among processing and regulation strategies, learning conceptions, and learning orientations that form the core of the learning patterns model. → Jan D. Vermunt & Vincent Donche 2017

Evidence¶

Jan D. Vermunt & Vincent Donche 2017¶

Jan D. Vermunt & Vincent Donche. (2017). A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward. Educ Psychol Rev 29:269–299. https://doi.org/10.1007/s10648-017-9414-6

q2 · i? · review · r3

Narrative review of studies since 2004 in new samples (e.g., Loyens et al. 2008; Heikkilä et al. 2011; Richardson 2010; Law and Meyer 2011b; Gulpinar 2014). The review reports these studies "confirm the strong interrelations" among the model's components, including in non-Western samples.

"Overall, they confirm the strong interrelations between students'processing and regulations strategies, learning conceptions, and learning motivations that form the core of the learning patterns model"

Discussion¶

Related Claims¶

• Learning patterns are associated with personal factors (personality, motivation, beliefs, prior education, age, gender); their associations with personality are weak to moderate, indicating learning patterns are not stable traits — related
• Conceptions of motivation to learn relate positively to self-regulation and external regulation and negatively to lack of regulation — a narrower finding that bears on this claim
• 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
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation — a narrower finding that bears on this claim
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies — a narrower finding that bears on this claim
• Review of 23 ILS studies since 2004 finds more dimensionality in learning patterns than previously considered — related
• Four learning patterns (meaning-, reproduction-, application-, and undirected) form a replicable factor structure in first-year higher education students — related