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¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Learning patterns are associated with personality, academic motivation, goal orientation, attributions, self-efficacy, epistemological and intelligence beliefs, prior education, age, and gender. → Jan D. Vermunt & Vincent Donche 2017 q2 i? The strength of personality associations is weak to moderate, providing evidence that learning patterns are not stable traits. → Jan D. Vermunt & Vincent Donche 2017 (2)

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 · r2

The review's synthesis of studies since 2004 (e.g., Donche et al. 2013; Fryer et al. 2016; Ferla et al. 2008; Zhu et al. 2008; Vermunt 2005) concludes learning patterns are embedded in this range of personal factors, while motivations, beliefs and attributions remain malleable over time.

"the empirical studies discussed above have shown that the learning patterns that students adopt are embedded in a range of personal factors such as personality, academic motivation, goal orientation, attributions of academic success, self-efficacy, effort, epistemological and intelligence beliefs, prior education, age, and gender"

Jan D. Vermunt & Vincent Donche 2017 (2)¶

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 · r2

The review reports that personality associations (openness with self-regulated and deep processing, conscientiousness with analytic processing, neuroticism with lack of regulation) are weak to moderate, supporting the dynamic rather than trait-like nature of learning patterns.

"The strength of these associations is weak to moderate which provides further evidence that learning patterns are not stable traits"

Discussion¶

Learner Variables¶

• Epistemic Beliefs — predictor: learners who differ on it differ in outcomes
• Personality Traits — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Studies since 2004 confirm strong interrelations among processing strategies, regulation strategies, conceptions, and motivations of learning patterns — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Low- and high-proficiency EFL learners differ significantly in self-efficacy, intrinsic goal orientation, and test anxiety — a narrower finding that bears on this claim
• Students confident about their mathematical ability are mostly also convinced of the relevance of mathematics, forming a motivational basis; low-confidence students are hard to motivate — related
• A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — related
• Review of 23 ILS studies since 2004 finds more dimensionality in learning patterns than previously considered — related
• Student factors — older age, personality traits, intrinsic motivation and self-efficacy — are associated with deeper approaches to learning — a narrower finding that bears on this claim