The relationship between students’ approach to learning and lifelong learning
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.2/2728 |
Resumo: | The current investigation proposes to analyse the relationship between learning, from the appropriation students’ make of the different ways of learning and studying, and their willingness to be involved in life- long learning (LL) activities. The theoretical rationale is inscribed in the Biggs’ Theory (1987), concern- ing the student’s approach to learning, and under the guiding principle of LL. The concept of LL has been understood and formalised in a distinct way, translated into different educational policies, the practices of which must be empirically supported. We present a correlational study, with a sample of 163 Higher Education students. The approaches to learning were supported by the revised two-factor study process questionnaire (R-SPQ-2F). To evaluate the involvement of students in LL activities, the contents of some items of the Lifelong Learning Questionnaire (Kirby, Knapper, Lamon, & Egnatoff, 2010) were used. The results obtained in the correlational analysis allow us to associate the deep approach to some characteris- tics of learners throughout their life, especially concerning the establishing of goals and the self-direction of learning, whereas the superficial approach is mainly associated with the adaptation of learning strate- gies. The practical implications of these results are discussed below. |
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The relationship between students’ approach to learning and lifelong learningHigher educationLearning stylesLifelong learningThe current investigation proposes to analyse the relationship between learning, from the appropriation students’ make of the different ways of learning and studying, and their willingness to be involved in life- long learning (LL) activities. The theoretical rationale is inscribed in the Biggs’ Theory (1987), concern- ing the student’s approach to learning, and under the guiding principle of LL. The concept of LL has been understood and formalised in a distinct way, translated into different educational policies, the practices of which must be empirically supported. We present a correlational study, with a sample of 163 Higher Education students. The approaches to learning were supported by the revised two-factor study process questionnaire (R-SPQ-2F). To evaluate the involvement of students in LL activities, the contents of some items of the Lifelong Learning Questionnaire (Kirby, Knapper, Lamon, & Egnatoff, 2010) were used. The results obtained in the correlational analysis allow us to associate the deep approach to some characteris- tics of learners throughout their life, especially concerning the establishing of goals and the self-direction of learning, whereas the superficial approach is mainly associated with the adaptation of learning strate- gies. The practical implications of these results are discussed below.Scientific ResearchRepositório AbertoBarros, RitaMonteiro, AngélicaNejmedinne, FouadMoreira, J. António2014-01-02T16:00:18Z2013-112013-11-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/2728engMoreira, J. António [et al.] - The relationship between students’ approach to learning and lifelong Learning. "Psychology" [Em linha]. ISSN 2152-7180 (Print) 2152-7199 (Online). Vol. 14, nº 11 (2013), p. 792-7972152-7199info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-07T16:00:24ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
The relationship between students’ approach to learning and lifelong learning |
title |
The relationship between students’ approach to learning and lifelong learning |
spellingShingle |
The relationship between students’ approach to learning and lifelong learning Barros, Rita Higher education Learning styles Lifelong learning |
title_short |
The relationship between students’ approach to learning and lifelong learning |
title_full |
The relationship between students’ approach to learning and lifelong learning |
title_fullStr |
The relationship between students’ approach to learning and lifelong learning |
title_full_unstemmed |
The relationship between students’ approach to learning and lifelong learning |
title_sort |
The relationship between students’ approach to learning and lifelong learning |
author |
Barros, Rita |
author_facet |
Barros, Rita Monteiro, Angélica Nejmedinne, Fouad Moreira, J. António |
author_role |
author |
author2 |
Monteiro, Angélica Nejmedinne, Fouad Moreira, J. António |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
Barros, Rita Monteiro, Angélica Nejmedinne, Fouad Moreira, J. António |
dc.subject.por.fl_str_mv |
Higher education Learning styles Lifelong learning |
topic |
Higher education Learning styles Lifelong learning |
description |
The current investigation proposes to analyse the relationship between learning, from the appropriation students’ make of the different ways of learning and studying, and their willingness to be involved in life- long learning (LL) activities. The theoretical rationale is inscribed in the Biggs’ Theory (1987), concern- ing the student’s approach to learning, and under the guiding principle of LL. The concept of LL has been understood and formalised in a distinct way, translated into different educational policies, the practices of which must be empirically supported. We present a correlational study, with a sample of 163 Higher Education students. The approaches to learning were supported by the revised two-factor study process questionnaire (R-SPQ-2F). To evaluate the involvement of students in LL activities, the contents of some items of the Lifelong Learning Questionnaire (Kirby, Knapper, Lamon, & Egnatoff, 2010) were used. The results obtained in the correlational analysis allow us to associate the deep approach to some characteris- tics of learners throughout their life, especially concerning the establishing of goals and the self-direction of learning, whereas the superficial approach is mainly associated with the adaptation of learning strate- gies. The practical implications of these results are discussed below. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-11 2013-11-01T00:00:00Z 2014-01-02T16:00:18Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.2/2728 |
url |
http://hdl.handle.net/10400.2/2728 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Moreira, J. António [et al.] - The relationship between students’ approach to learning and lifelong Learning. "Psychology" [Em linha]. ISSN 2152-7180 (Print) 2152-7199 (Online). Vol. 14, nº 11 (2013), p. 792-797 2152-7199 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Scientific Research |
publisher.none.fl_str_mv |
Scientific Research |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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1777302840608292864 |