Relationships between students' conceptions of constructivist learning and their regulation and processing strategies
Instructional Science: an international journal of learning and cognition , Volume 36 - Issue 5-6 EFFECTS OF CONSTR p. 445- 462
The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as well as their beliefs regarding their own (in)ability to learn and motivation to learn. Two hypothesized models were tested within 98 psychology students, using a structural equation modelling approach: The first model implemented regulation and processing variables of the Inventory of Learning Styles [ILS, Vermunt (Learning styles and regulation of learning in higher education - towards process-oriented instruction in autonomous thinking, 1992)], the second model of the Motivated Strategies for Learning Questionnaire [MSLQ, Pintrich and de Groot (Journal of Educational Psychology, 82, 33-40, 1990)]. Results showed that structural relations exist between conceptions of constructivist learning and regulation and processing strategies. Furthermore, students who express doubt with regard to their own learning capacities are at risk for adopting an inadequate regulation strategy. A three-tiered structure of conceptual, controlling, and operational level appeared valid for the MSLQ variables, but not entirely for those of the ILS.
|Cognitive strategy use, Conceptions, Constructivism, ILS, MSLQ, Self-regulation|
|Instructional Science: an international journal of learning and cognition|
|Organisation||Department of Psychology|
Loyens, S.M.M, Rikers, R.M.J.P, & Schmidt, H.G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science: an international journal of learning and cognition, 36(5-6 EFFECTS OF CONSTR), 445–462. doi:10.1007/s11251-008-9065-6