NDLI: Approaches to studying: Associations with learning conceptions and preferences for teaching

Please wait, while we are loading the content...

Volume: 5 Issue: 1

Teaching English in a Mexican rural and an urban primary schools: General classroom teachers as an alternative to become language access facilitators in marginal and indigenous contexts

A phenomenological study of preschool teachers’ experiences and perspectives on inclusion practices

Creating a network between community college students in first-year seminars and in capstone courses using writing assignments

Bibliometric evidence point to loci of empirical knowledge production in environmental education

Participation in higher education: Voices of students with disabilities

University students’ preferences and experience: Is there a role for the CLCOEL?

The role of individual processes and learning environment in the prediction of grades in a sample of Norwegian students

The history syllabus in post-genocide Rwanda

Using an ice-skating exergame to foster intercultural interaction between refugees and Dutch children

The dialogic turn in cognitive linguistic studies: From minimalism, maximalism to dialogicalism

Analyzing the moderating effect of knowledge innovation of tourism and hospitality department teachers on student creative self-efficacy and innovation behaviors by using hierarchical linear modeling

The effect of Edmodo social learning network on Iranian EFL learners writing skill

The relationship between demotivation and intercultural communicative competence

The effect of strategy-based instruction on EAP students’ reading performance and reading autonomy

Learning conceptions and priorities of adult engineering students in higher education

The effect of different online education modes on the English language learning of media studies students

Supporting reasonable adjustments for learners with disabilities in physical education: An investigation into teacher’s perceptions of one online tool

The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners

Excavating the origins of the learning pyramid myths

Teachers’ professional development in school: A review study

Acquisition of L3 French wh-question structure by Persian-English bilinguals

Seodang: A pilgrimage toward knowledge/action and “us-ness” in the community

Capturing student voice on TEFL syllabus design: Agenticity of pedagogical dialogue negotiation

Instructional challenges of incorporating aspects of critical literacy work in digitalised classrooms

Measuring statistical anxiety and attitudes toward statistics: The development of a comprehensive Danish instrument (HFS-R)

Digital competence and digital literacy in higher education research: Systematic review of concept use

Achieving free compulsory universal basic education through school feeding programme: Evidence from a deprived rural community in northern Ghana

The relationship between confidence in institutional values and student participation in leadership: A case of comprehensive universities

Situational and individual factors engendering willingness to speak English in foreign language classrooms

Moving from international rankings to Mexican higher education’s real progress: A critical perspective

The intrinsic and extrinsic motivation subscales of the Motivated Strategies for Learning Questionnaire: A Rasch-based construct validity study

Comparing local and international English teacher training courses: Lessons learned

Teaching the concept of time: A steam-based program on computational thinking in science education

Learning Persian vocabulary through reading: The effects of noticing and computerized dynamic assessment

Developing a rubric for assessing pre-service English teacher struggles with instructional planning

Preservice teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus

Factors affecting the sustainability of educational changes: A mixed method research

English as a lingua franca in Iran: An attitudinal investigation into the in-service teachers

Predatory publishing as a case of symbolic violence: A critical English for academic purposes approach

Key drivers of graduate students’ interest in the subject of immunology in a tertiary institution of Ghana

Exploration of empathy factors in the science and development of related scales

Socio-cultural barriers in promoting learner autonomy in Pakistani universities: English teachers’ beliefs

Various ways of understanding the concept of andragogy

Developing, localizing & validating code of professional ethics through PLS-SEM: EFL university instructors’ perspectives

The effect of task-based language teaching on analytic writing in EFL classrooms

Student teacher’s boundary experiences during an international teaching internship

Mapping health and work provision in healthcare and business degrees in England

The effects of a growth mindset on self-efficacy and motivation

The comparative effect of concept mapping and vocabulary notebook keeping on Iranian EFL learners’ self-regulation in vocabulary learning

Organizational and task factors aimed at enhancing occupational expertise through teachers’ professional development

How to mainstream to the changes in the world of work: Analysis of the European educative curriculum programmes about health and safety

Does technical drawing increase students’ mental rotation ability?

EFL teachers’ attitudes toward accent and culture in light of EIL: The case of Iranian public schools and private institutes

Effects of corrective feedback on EFL speaking task complexity in China’s university classroom

EFL students’ attitudes toward learning English language: The case study of Kashan University students

Pen-and-paper or online? An academic writing course to teacher-trainees

The relative impact of L1 and L2 glosses along with computer-generated phonological guidance on EFL learners’ vocabulary learning

Collaborative translation tasks: The case of figurative language

Qualitative evaluation of individual experiences of a school-based educational programme on crime

Developing questionnaires to measure students’ expectations and perceptions of assessment quality

Feedback preferences of EFL learners with respect to their learning styles

An analysis of correlations between prospective teachers’ philosophy of education and their attitudes towards multicultural education

The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception

Approaches to studying: Associations with learning conceptions and preferences for teaching

Effect of reading comprehension instruction enriched with cultural materials on English learning

Layers of rotting wood: a meditation on the curricular value of the ugly

The effectiveness analysis for the education and training of research equipment in South Korea

Education trajectories and malpractice complaints—A study among Danish general practitioners

A study of Chinese University learners’ anxiety in German language classrooms in at-home and study-abroad contexts

Analysis of entrepreneurial competency training in the curriculum of bachelor of physical education in universities in Iran

Exploring reading and mathematics growth through psychometric innovations applied to longitudinal data

Modified generated question learning, and its classroom implementation and assessment

The relationship between EFL teachers’ professional identity and their self-esteem

Can parental involvement mitigate “swing away from science”? Sri Lankan perspectives

Branding of Germany’s transnational education and its potentials in the Arabian Gulf Region

A method of prosodic assessment: Insights from a singing workshop

“Playin” the changes’—A jazz approach to researching student-teachers’ PowerPoint presentations

Investigating the validity of oral assessment rater training program: A mixed-methods study of raters’ perceptions and attitudes before and after training

Fostering life-altering change amongst South African youth through non-formal education

Recasts vs. direct corrective feedback on writing performance of high school EFL learners

Success and failure in first-year teaching: Mainland Chinese ESL teachers in Hong Kong schools

Exploring the factors that enhance student–content interaction in a technology-mediated learning environment

Classroom assessment practices in middle school science lessons: A study among Greek science teachers

A multi-method investigation of literacy and language practices in Mexican early childhood programs

Willingness to speak English among foreign language learners: A causal model

The impact of portfolio on EFL learners’ metacognition and writing performance

The complexities of leisure-time center staff’s leadership in the leisure-time center learning environment

American universities in the Middle East: A student’s perspective

The evolving Chinese dental education—A brief introduction to the Xiangya model of a “5+3” consecutive dental programme

Underestimated Swiss STEM potential? Bright light on an international PISA comparison

Influence of online computer games on the academic achievement of nontraditional undergraduate students

Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities

The Profit: Using reality TV to teach management theories and strategies

An investigation of authentic leadership and teachers’ organizational citizenship behavior in secondary schools of Pakistan

Acknowledgement of reviewers

Using simulation system for collaborative learning to enhance learner’s performance

A cross-sectional analysis of teacher-initiated verbal humor and ludic language play in an English as a foreign language (EFL) context

Factors associated with occupational therapy students’ preferences for courses and teaching

Using more native-like language acquisition processes in the foreign language classroom

Power relations in educational scientific communication—a critical analysis of discourse on learning styles

Learning attributes of summa cum laude students: Experience of a Nigerian university

Number of trials necessary to achieve reliable change-of-direction measurement in amateur basketball players

Approaches to studying: Associations with learning conceptions and preferences for teaching

Content Provider	Taylor & Francis Online
Author	Bonsaksen, Tore Carstensen, Tove Ødegaard, Nina B. May, Cheng
Abstract	Background: Research into occupational therapy students’ approaches to studying is growing, and research has shown approaches to studying to be associated with academic performance. However, learning conceptions and preferences for teaching among occupational therapy students have rarely been reported, and their relationships to study approaches need to be empirically investigated.Aim: This study aimed to investigate the sociodemographic and education-related factors associated with approaches to studying among occupational therapy students in Norway.Methods: Occupational therapy students (n = 149) from one education program in Norway completed questionnaires related to approaches to studying, learning conception, preferences for teaching, and sociodemographic factors. Hierarchical linear regression analyses were used to examine the independent variables’ associations with approaches to studying.Results: Higher age was associated with higher deep approach scores and lower surface approach scores, whereas being female was associated with higher surface approach scores. Higher scores on learning conception was associated with higher scores on the deep and the strategic approaches. Higher scores on supporting understanding was associated with higher scores on the deep and strategic approaches, whereas higher scores on transmitting information was associated with higher scores on the surface approach.Conclusions: This study provides increased understanding of the associations between students’ learning conceptions, preferences for teaching, and approaches to studying. The results contribute to educators’ knowledge base from which they can adapt their way of teaching according to student group characteristics.
Starting Page	1
Ending Page	11
Page Count	11
File Format	PDF HTM / HTML
Journal	Cogent Education
Volume Number	5
Issue Number	1
Language	English
Publisher	Cogent
Publisher Date	2018-06-07
Access Restriction	Open
Subject Keyword	Approaches to studying Higher education Learning conception Preferences for teaching Occupational therapy Students
Content Type	Text
Resource Type	Article

Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302

See location in the Map
03222 282435
Mail: support@ndl.gov.in

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in