Student motivation and achievement
- 1 January 1988
- journal article
- research article
- Published by Taylor & Francis in Studies in Higher Education
- Vol. 13 (2) , 215-221
- https://doi.org/10.1080/03075078812331377886
Abstract
Recent work on student learning has identified three main dimensions of study strategy—personal meaning, reproducing, achieving. University teachers commonly favour the first, deplore the second and tolerate the third. This paper argues that teachers can and should use definite teaching strategies available to them which will enable students to use all three study strategies in support of each other and not in conflict with each other. The curricular consequences of such an approach and its effect on teacher and student attitudes are discussed.Keywords
This publication has 7 references indexed in Scilit:
- APPROACHES TO STUDYING AND LEVELS OF PROCESSING IN UNIVERSITY STUDENTSBritish Journal of Educational Psychology, 1988
- Academic staff training in British universities: Results of a national surveyStudies in Higher Education, 1986
- PLAYING THE PROJECT GAMEAssessment & Evaluation in Higher Education, 1981
- The processes of student learningHigher Education, 1979
- Trends in research on student learningStudies in Higher Education, 1979
- INDIVIDUAL AND GROUP DIFFERENCES IN STUDY PROCESSESBritish Journal of Educational Psychology, 1978
- ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*British Journal of Educational Psychology, 1976