Student factors — older age, personality traits, intrinsic motivation and self-efficacy — are associated with deeper approaches to learning¶

Claim · All claims
Evidence · 1 study (4 entries) · review r2–r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Age is mainly positively related to a deep approach and negatively to a surface approach, though some studies found no significant relationship. → Baeten 2010 q2 i? Openness to experience, extraversion, conscientiousness and agreeableness are positively related to a deep approach; neuroticism shows the reverse pattern. → Baeten 2010 (2) q2 i? A deep approach is mainly associated with intrinsic goal orientation and autonomous motivation; a surface approach with extrinsic orientation and controlled motivation. → Baeten 2010 (3) q2 i? More self-confident students with higher self-efficacy are inclined towards a deep approach and less towards a surface approach. → Baeten 2010 (4)

Evidence¶

Baeten 2010¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r3

Narrative review synthesis of demographic correlates of approaches to learning. The review notes a minority of cited studies "did not find a significant relationship between age and learning approach", calling them rather exceptions.

"Studies that have taken the variable age into account mainly showed that age was positively related to a deep approach and negatively to a surface approach"

Baeten 2010 (2)¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r2

Review synthesis of nine correlational studies on personality and approaches to learning. Similar patterns were reported for extraversion, conscientiousness and agreeableness, with reverse relationships for neuroticism.

"Main findings of the correlational analyses in these studies showed that openness to experience (e.g. being imaginative, artistically sensitive, and intellectually curious) was significantly positively related to a deep approach and significantly negatively to a surface approach."

Baeten 2010 (3)¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r2

Review synthesis of studies interrelating motivation and approaches to learning, citing autonomous motivation, motive for success and mastery-approach goals alongside intrinsic orientation; surface approaches were associated with extrinsic orientation, controlled motivation and fear of failure.

"a deep approach was mainly associated with intrinsic (goal) orientation"

Baeten 2010 (4)¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r2

Review synthesis of correlational studies on self-confidence, self-efficacy and approaches to learning, contrasted with findings that fear of failure and motivation to avoid failure relate to surface approaches.

"By contrast, if students are more self-confident and have higher self-efficacy, they are usually inclined towards the use of a deep approach and less towards the use of a surface approach"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Students in human sciences disciplines generally show deeper approaches to learning than students in science and economics disciplines, though findings are not univocal — related
• Students who perceive teaching as good, and perceive clear goals, supportiveness and relevant courses, are more inclined towards a deep approach — related
• Excessive perceived workload is positively associated with a surface approach and negatively with a deep approach to learning — related
• 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 — a broader claim this one bears on
• Personal resources have a reciprocal relationship with study resources and relate to engagement and achievement — related
• Student teachers' beliefs about sources of knowledge predict their learning approaches and motivation in teacher education — related