The influences of conceptions of learning and learner self-concept on high school students' approaches to learning

Burnett, Paul C., Pillay, Hitendra K., & Dart, Barry C. (2003) The influences of conceptions of learning and learner self-concept on high school students' approaches to learning. School Psychology International, 24(1), pp. 54-66.

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This study investigated the mediating effect of learner selfconcept between conceptions of learning and students' approaches to learning using structural equation modelling. Data were collected using a modified version of Biggs' Learning Process Questionnaire, together with the recently developed 'What is Learning Survey' and 'Learner Self-Concept Scale'. A sample of 355 high school students participated in the study. Results indicate that learner self-concept does mediate between conceptions of meaning and approaches to learning. Students who adopted a deep approach liked learning new things and indirectly viewed learning as experiential, involving social interaction and directly viewed learning as personal development. Implications for teachers are discussed, with consideration given to appropriate classroom practice.

Impact and interest:

25 citations in Scopus
22 citations in Web of Science®
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ID Code: 26622
Item Type: Journal Article
Refereed: Yes
Keywords: Learner self-concept, Approaches to learning, Biggs Learning Process Questionnaire , Learner self-concept scale
DOI: 10.1177/0143034303024001621
ISSN: 1461-7374
Divisions: Current > QUT Faculties and Divisions > Division of Research and Commercialisation
Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 04 Aug 2009 02:52
Last Modified: 21 Apr 2010 16:57

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