Meaning-directed learning relates positively, and reproduction- and undirected learning negatively, to study achievement indicators¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr2·q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Meaning-directed learning is positively associated with achievement indicators, including factual exam questions, across studies. → Vermunt 2004
q2 i? Undirected learning shows strong negative relations to exam performance, while application-directed learning shows no relation to study success in most cases. → Vermunt 2004 (2)
Evidence¶
Vermunt 2004¶
Vermunt, J. D. & Vermetten, Y. J. (2004). Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educational Psychology Review. https://dspacelibrary.uu.nl/handle/1874/11958
q2 · i? · review · r2
Review synthesis of outcome studies (Beishuizen and Stoutjesdijk 1999; Busato et al. 1998; Lonka et al. 1997; Lindblom-Yläne and Lonka 1999; Vermunt 1992). Vermunt (1992) reported learning patterns explained 25-55% of variance in exam results by subject area. No standardized effect sizes printed.
"In general, studies show that meaning directed learning is associated positively with indicators for study achievements, even with scores on factual exam questions."
Vermunt 2004 (2)¶
Vermunt, J. D. & Vermetten, Y. J. (2004). Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educational Psychology Review. https://dspacelibrary.uu.nl/handle/1874/11958
q2 · i? · review · r2
Review synthesis of outcome studies: the review reports undirected learning was consistently and negatively related to all types of exam results in both university types and all subject areas, while application-directed learning showed no relation to study success in most cases. No standardized effect sizes printed.
"Undirected learning mostly showed strong negative relations to exam performance, whereas application directed learning showed no relation to study success in most cases."
Discussion¶
Related Claims¶
- Meaning-directed learning is positively related to academic performance while undirected learning is consistently negatively related — possibly the same claim (merge candidate)
- Cross-country meta-analysis: meaning-directed, reproduction-directed and undirected patterns are universal, while application-directed, passive-idealistic and passive-motivational patterns are context-specific — related
- Four learning patterns (meaning-, reproduction-, application-, and undirected) form a replicable factor structure in first-year higher education students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learning-patterns-outcome-relations |
title |
Meaning-directed learning relates positively, and reproduction- and undirected learning negatively, to study achievement indicators |
description |
Meaning-directed learning relates positively, and reproduction- and undirected learning negatively, to study achievement indicators |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2004 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — vermunt-2004, vermunt-2004-2 |
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