Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.1/3044 |
Resumo: | In this paper we examine concepts referring to learning and teaching in higher education recognized in the literature as study orientations, approaches to learning, study behaviours, approaches to studying and conceptions of learning. We also explored students’ cognitive development and academic success according to some indicators previously studied. An investigation on this subject was developed with emphasis on contextual variables, as well as students’ perceptions about the learning environment, as constructs that can influence the use of more deep or more superficial approaches to learning tasks, according to Entwistle’s work. The Portuguese version of the Approaches and Study Skills Inventory for Students – ASSIST (Valadas, Ribeiro Gonçalves & Faísca, 2009, 2010), as well as of the Parker Cognitive Development Inventory – PCDI (Ferreira & Bastos, 1995) were used to collect data concerning the approaches to studying, conceptions of learning, and levels of cognitive development in college students. Comparative and correlational results from 566 Portuguese higher education students, from different scientific areas (Biological Sciences, Economics, Earth Sciences, Humanities and Social Sciences, Physical and Technological Sciences) and first and last years’ graduation are presented. We also explored students’ profiles resulting from cluster analysis. Results are consistent with the theory, although some particularities were found. |
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Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institutionApproaches to studyingConceptions of learningCognitive developmentPortuguese higher education StudentsStudents profilesIn this paper we examine concepts referring to learning and teaching in higher education recognized in the literature as study orientations, approaches to learning, study behaviours, approaches to studying and conceptions of learning. We also explored students’ cognitive development and academic success according to some indicators previously studied. An investigation on this subject was developed with emphasis on contextual variables, as well as students’ perceptions about the learning environment, as constructs that can influence the use of more deep or more superficial approaches to learning tasks, according to Entwistle’s work. The Portuguese version of the Approaches and Study Skills Inventory for Students – ASSIST (Valadas, Ribeiro Gonçalves & Faísca, 2009, 2010), as well as of the Parker Cognitive Development Inventory – PCDI (Ferreira & Bastos, 1995) were used to collect data concerning the approaches to studying, conceptions of learning, and levels of cognitive development in college students. Comparative and correlational results from 566 Portuguese higher education students, from different scientific areas (Biological Sciences, Economics, Earth Sciences, Humanities and Social Sciences, Physical and Technological Sciences) and first and last years’ graduation are presented. We also explored students’ profiles resulting from cluster analysis. Results are consistent with the theory, although some particularities were found.Hipatia PressSapientiaValadas, Sandra T.2013-10-09T13:07:04Z20112011-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.1/3044eng2014-3591AUT: SVA01353info: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:RCAAP2023-07-24T10:14:02Zoai:sapientia.ualg.pt:10400.1/3044Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:56:40.970185Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution |
title |
Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution |
spellingShingle |
Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution Valadas, Sandra T. Approaches to studying Conceptions of learning Cognitive development Portuguese higher education Students Students profiles |
title_short |
Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution |
title_full |
Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution |
title_fullStr |
Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution |
title_full_unstemmed |
Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution |
title_sort |
Conceptions of learning, approaches to learning and cognitive development: students profiles in a portuguese higher education institution |
author |
Valadas, Sandra T. |
author_facet |
Valadas, Sandra T. |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sapientia |
dc.contributor.author.fl_str_mv |
Valadas, Sandra T. |
dc.subject.por.fl_str_mv |
Approaches to studying Conceptions of learning Cognitive development Portuguese higher education Students Students profiles |
topic |
Approaches to studying Conceptions of learning Cognitive development Portuguese higher education Students Students profiles |
description |
In this paper we examine concepts referring to learning and teaching in higher education recognized in the literature as study orientations, approaches to learning, study behaviours, approaches to studying and conceptions of learning. We also explored students’ cognitive development and academic success according to some indicators previously studied. An investigation on this subject was developed with emphasis on contextual variables, as well as students’ perceptions about the learning environment, as constructs that can influence the use of more deep or more superficial approaches to learning tasks, according to Entwistle’s work. The Portuguese version of the Approaches and Study Skills Inventory for Students – ASSIST (Valadas, Ribeiro Gonçalves & Faísca, 2009, 2010), as well as of the Parker Cognitive Development Inventory – PCDI (Ferreira & Bastos, 1995) were used to collect data concerning the approaches to studying, conceptions of learning, and levels of cognitive development in college students. Comparative and correlational results from 566 Portuguese higher education students, from different scientific areas (Biological Sciences, Economics, Earth Sciences, Humanities and Social Sciences, Physical and Technological Sciences) and first and last years’ graduation are presented. We also explored students’ profiles resulting from cluster analysis. Results are consistent with the theory, although some particularities were found. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011 2011-01-01T00:00:00Z 2013-10-09T13:07:04Z |
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/10400.1/3044 |
url |
http://hdl.handle.net/10400.1/3044 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2014-3591 AUT: SVA01353 |
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 |
Hipatia Press |
publisher.none.fl_str_mv |
Hipatia Press |
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 |
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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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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133174695985152 |