Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis

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Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis. / Herrmann, Kim Jesper; McCune, Velda; Bager-Elsborg, Anna.

I: Högre utbildning, Bind 7, Nr. 1, 2017, s. 29-42.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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@article{63d687c1ff644aeaa9db47c2d9876415,
title = "Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis",
abstract = "The relationships between university students’ academic achievement and their approaches to learning and studying continuously attract scholarly attention. We report the results of an analysis in which multilevel linear modelling was used to analyse data from 3,626 Danish university students. Controlling for the effects of age, gender, and progression, we found that the students’ end-of-semester grade point averages were related negatively to a surface approach and positively to organised effort. Interestingly, the effect of the surface approach on academic achievement varied across programmes. While there has been considerable interest in the ways in which academic programmes shape learning and teaching, the effects of these contexts on the relationship between approaches to learning and academic outcomes is under-researched. The results are discussed in relation to findings from recent meta-analyses in the field.",
author = "Herrmann, {Kim Jesper} and Velda McCune and Anna Bager-Elsborg",
year = "2017",
doi = "10.23865/hu.v7.905",
language = "English",
volume = "7",
pages = "29--42",
journal = "H{\"o}gre utbildning",
issn = "2000-7558",
publisher = "H{\"o}gre Utbildning",
number = "1",

}

RIS

TY - JOUR

T1 - Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis

AU - Herrmann, Kim Jesper

AU - McCune, Velda

AU - Bager-Elsborg, Anna

PY - 2017

Y1 - 2017

N2 - The relationships between university students’ academic achievement and their approaches to learning and studying continuously attract scholarly attention. We report the results of an analysis in which multilevel linear modelling was used to analyse data from 3,626 Danish university students. Controlling for the effects of age, gender, and progression, we found that the students’ end-of-semester grade point averages were related negatively to a surface approach and positively to organised effort. Interestingly, the effect of the surface approach on academic achievement varied across programmes. While there has been considerable interest in the ways in which academic programmes shape learning and teaching, the effects of these contexts on the relationship between approaches to learning and academic outcomes is under-researched. The results are discussed in relation to findings from recent meta-analyses in the field.

AB - The relationships between university students’ academic achievement and their approaches to learning and studying continuously attract scholarly attention. We report the results of an analysis in which multilevel linear modelling was used to analyse data from 3,626 Danish university students. Controlling for the effects of age, gender, and progression, we found that the students’ end-of-semester grade point averages were related negatively to a surface approach and positively to organised effort. Interestingly, the effect of the surface approach on academic achievement varied across programmes. While there has been considerable interest in the ways in which academic programmes shape learning and teaching, the effects of these contexts on the relationship between approaches to learning and academic outcomes is under-researched. The results are discussed in relation to findings from recent meta-analyses in the field.

U2 - 10.23865/hu.v7.905

DO - 10.23865/hu.v7.905

M3 - Journal article

VL - 7

SP - 29

EP - 42

JO - Högre utbildning

JF - Högre utbildning

SN - 2000-7558

IS - 1

ER -