Journal Article10.1007/BF01680526
Individual differences in study processes and the Quality of Learning Outcomes
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TL;DR: In this paper, a preliminary study involving 60 undergraduates' responses to education research abstracts is described, in which SOLO levels and short and long term retention of factual material are related to their study processes.
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Abstract: This paper is concerned with the relationship between students' study processes and the structural complexity of their learning. Study processes are conceived in terms of three independent dimensions — utilising, internalising and achieving — each of which has a cognitive (strategic) and an affective (motivational) component; these are assessed by the Study Process Questionnaire (SPQ). Learning quality is expressed in terms of the complexity of the Structure of the Observed Learning Outcome by applying the SOLO Taxonomy described below. A preliminary study involving 60 undergraduates' responses to education research abstracts is described, in which SOLO levels and short and long term retention of factual material are related to their study processes.
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References
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Ference Marton,Roger Säljö +1 more
TL;DR: In this paper, the authors describe an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose and also about how they set about reading the passages.
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Dimensions of study behaviour: another look at ati
TL;DR: In this article, the authors report a series of studies in the development of a Study Behaviour Questionnaire (SBQ), for use with university students, and the major problem in the present research was to determine optimal ways of combining SBQ item scores: by sorting people's responses to items (R-analysis), or by sorting items on the basis of how they discriminate between people (Q-analysis).
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