Connection between attitudes towards studies and learning actions among university students

Article Sidebar

Revista de Estudios e Investigación en Psicología y Educación, Volume 1, Number 1.
PDF (Español)
Published: Jul 1, 2014

Main Article Content

Marina Elias
Universidad de Barcelona
Spain
Albert Sánchez-Gelabert
Universitat Autònoma de Barcelona
Spain
Vol. 1 No. 1 (2014), Articles, pages 3-14
DOI: https://doi.org/10.17979/reipe.2014.1.1.17
Submitted: Jul 16, 2014 Accepted: Jul 16, 2014 Published: Jul 1, 2014
How to Cite

Abstract

This article features the results of a research whose aim is to analyse the factors taking part in university students’ learning. Within the framework of the Bologna Process and the teaching changes entailed by it, it should be checked whether the teaching/learning paradigm has really entailed an increase in students’ deep learning. This research work is based on a questionnaire filled in by 857 university students in the third year of their studies, in 10 degrees from 4 universities in Barcelona Metropolitan Area. It is analysed the connection among students’ motivations, learning conceptions and learning approaches, as well as how these approaches can be conditioned by the educational context. It is concluded that learning approaches are conditioned both by the context and the vocational orientation of studies. Therefore, students carry out deeper approaches in those subjects which follow a methodology according to the Bologna Process, though it is more beneficial for certain attitudes towards the studies than other ones.

Keywords:

learning, university students, Bologna Process, motivation, professionalization, teaching quality

Downloads

Download data is not yet available.

Article Details

References

Ajzen, I. (2012). The theory of planned behavior. En P. A. M. Lange, A. W. Kruglanski & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 438-459). London, UK: Sage.

Ariño, A. & Llopis, R. (2011). ¿Universidad sin clases? Condiciones de vida de los estudiantes universitarios en España (Eurostudent IV). Madrid: Ministerio de Educación, Cultura y Deporte.

Bernstein, B. (1971). Class, Codes and Control. London: Routledge & Kegan Paul.

Biggs, J. (1979). Individual differences in study processes and the Quality of Learning Outcomes. Higher Education, 8(4), 381–394. doi:10.1007/BF01680526

Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63(1), 3–19. http://dx.doi.org/10.1111/j.2044-8279.1993.tb01038.x

Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149. http://dx.doi.org/10.1348/000709901158433

Boudon, R. (1983). La desigualdad de oportunidades. La movilidad social en las sociedades industriales. Barcelona: Laia.

Elias, M. (2011). Valoració dels estudiants universitaris sobre la incorporació de la Universitat Autònoma de Barcelona a l’Espai Europeu d’Educació Superior. Papers. Revista de Sociologia, 96 (4), 1263-1282. http://papers.uab.cat/article/view/v96-n4-elias

Elias, M.; Masjuan , J.M., & Sanchez, A. (2012) .Signs of reengagement? Changing in teaching methodology at Spanish universities as a result of the Bologna Process. En Vukasovic, M., P. Maassen, M. Nerland, R. Pinheiro, B.Stensaker & A. Vabø (eds.) Effects of higher education reforms: Change dynamics. Rotterdam: Sense Publishers.

Entwistle N.J. & Ramsden P. (1983). Understanding Student Learning. London: Croom Helm.

Entwistle, N.J. & McCune, V. (2004). The Conceptual Bases of Study Strategy Inventories. Educational Psychology Review, 16(4), 325–345. http://dx.doi.org/10.1007/s10648-004-0003-0

Entwistle, N.J. (1988). Styles of learning and teaching. London: David Fulton Publishers.

Fernández Enguita, M. (1988). El rechazo escolar: ¿alternativa o trampa social? Política y Sociedad, 1. http://revistas.ucm.es/index.php/POSO/article/viewFile/POSO8888110023A/30682

Heikkilä, A., & Lonka, K. (2006). Studying in higher education: students’ approaches to learning, self regulation, and cognitive strategies. Studies in Higher Education, 31(1), 99–117. http://dx.doi.org/10.1080/03075070500392433

Hernández Pina, F., García Sanz, M. P., Martínez Clares, P., Hervás Avilés, R. M., & Maquilón Sánchez, J. (2002). Consistencia entre motivos y estrategias de aprendizaje en estudiantes universitarios. Revista de Investigación Educativa, 2 (2), http://dx.doi.org/10.6018/99031

Lonka, K., Olkinuora, E. & Mäkinen, J. (2004). Aspects and Prospects of Measuring Studying and Learning in Higher Education. Educational Psychology Review, 16(4), 301–323. http://dx.doi.org/10.1007/s10648-004-0002-1

Machado, M., Brites, R., Magalhaes, A. & Sá, M. (2011). Satisfaction with Higher Education: critical data for student development. European Journal of Education, 46(3), 415–432. http://dx.doi.org/10.1111/j.1465-3435.2011.01489.x

Marton, F. & Säljö, R. (1976). On qualitative differences in learning: I-Outcome and process. British Journal of Educational Psychology, 46(1), 4–11. http://dx.doi.org/10.1111/j.2044-8279.1976.tb02980.x

Masjuan, J.M. & Troiano, H. (2009). University students’ success: A psycho-sociological approach. Higher Education, 58(1), 15–28. http://dx.doi.org/10.1007/s10734-008-9178-5

Meyer, J. H. F., & Shanahan, M. P. (2003). Dissonant Forms of “Memorising” and “Repetition.” Studies in Higher Education, 28(1), 5–20. http://dx.doi.org/10.1080/03075070309305

Padgett, R. D., Johnson, M. P., & Pascarella, E. T. (2012). First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence. Journal of College Student Development, 53(2), 243–266. http://dx.doi.org/10.1353/csd.2012.0032

Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385–407. http://dx.doi.org/10.1007/s10648-004-0006-x

Prosser, M. & Trigwell, K. (1999). Understanding learning and teaching. Buckingham: Society for Research into Higher Education and Open University Press.

Rué, J. (2007). Enseñar en la Universidad. Madrid: Narcea.

Schmeck, R.R. (ed) (1988). Learning strategies and learning styles. New York: Plenum Press.

Trigwell, K., & Ashwin, P. (2006). An Exploratory Study of Situated Conceptions of Learning and Learning Environments. Higher Education, 51(2), 243–258. http://dx.doi.org/10.1007/s10734-004-6387-4

Troiano, H, Masjuan, J.M., & Elias, M. (2010). La recontextualización de las políticas de incorporación al Espacio Europeo de Educación Superior: Un estudio de caso. Revista de Educación, 351, 283-310. http://www.revistaeducacion.mec.es/re351_12.html

Troiano, H., & Elias, M. (2013). University access and after: explaining the social composition of degree programmes and the contrasting expectations of students. Higher Education. http://dx.doi.org/10.1007/s10734-013-9670-4

Troiano, H. (2005). Consistencia y orientación del perfil profesional, percepción del mercado laboral y reacciones previstas ante posibles dificultades de inserción. Papers: Revista de Sociología, 76(76), 167–197. http://dx.doi.org/10.5565/rev/papers/v76n0.975

Valle, A., González, R., Núñez, J.C., Suárez, J.M. Piñeiro, I. & Rodríguez, S. (2000). Enfoques de aprendizaje en estudiantes universitarios. Psicothema, 12 (3), 368-375. http://www.psicothema.com/pdf/344.pdf

Vermunt, J. D., & Minnaert, A. (2003). Dissonance in Student Learning Patterns: When to revise theory? Studies in Higher Education, 28(1), 49–61. http://dx.doi.org/10.1080/03075070309301

Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations. Educational Psychology Review, 16(4), 359–384. http://dx.doi.org/10.1007/s10648-004-0005-y

Zeegers, P. (2002). A Revision of the Biggs’ Study Process Questionnaire (R-SPQ). Higher Education Research & Development, 21(1), 73–92.