Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis
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. Contro...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
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Cappelen Damm Akademisk NOASP
2017-07-01
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| Series: | Högre Utbildning |
| Subjects: | |
| Online Access: | https://hogreutbildning.se/index.php/hu/article/view/905/1875 |
| _version_ | 1797721717909487616 |
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| author | Kim J. Herrmann Velda McCune Anna Bager-Elsborg |
| author_facet | Kim J. Herrmann Velda McCune Anna Bager-Elsborg |
| author_sort | Kim J. Herrmann |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T09:38:20Z |
| format | Article |
| id | doaj.art-9be23f43379e4b559fc5436357410d0d |
| institution | Directory Open Access Journal |
| issn | 2000-7558 |
| language | Danish |
| last_indexed | 2024-03-12T09:38:20Z |
| publishDate | 2017-07-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Högre Utbildning |
| spelling | doaj.art-9be23f43379e4b559fc5436357410d0d2023-09-02T13:28:46ZdanCappelen Damm Akademisk NOASPHögre Utbildning2000-75582017-07-0171294210.23865/hu.v7.905905Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysisKim J. Herrmann0Velda McCune1Anna Bager-Elsborg2Centre for Teaching and Learning, Aarhus UniversityInstitute for Academic Development, University of EdinburghCentre for Teaching and Learning, Aarhus UniversityThe 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.https://hogreutbildning.se/index.php/hu/article/view/905/1875Higher educationapproaches to learningacademic achievementacademic programmes |
| spellingShingle | Kim J. Herrmann Velda McCune Anna Bager-Elsborg Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis Högre Utbildning Higher education approaches to learning academic achievement academic programmes |
| title | Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis |
| title_full | Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis |
| title_fullStr | Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis |
| title_full_unstemmed | Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis |
| title_short | Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis |
| title_sort | approaches to learning as predictors of academic achievement results from a large scale multi level analysis |
| topic | Higher education approaches to learning academic achievement academic programmes |
| url | https://hogreutbildning.se/index.php/hu/article/view/905/1875 |
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