Values and learning approaches of students at an international university
Date
2007
Authors
Matthews, B.
Lietz, P.
Darmawan, I.
Editors
Advisors
Journal Title
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Type:
Journal article
Citation
Social Psychology of Education: an international journal, 2007; 10(2):247-275
Statement of Responsibility
Bobbie Matthews, Petra Lietz and I Gusti Ngurah Darmawan
Conference Name
Abstract
This study indicates that values are statistically significant precursors to approaches to learning in a cohort of predominantly Bulgarian, German and Romanian students studying at a German university where the language of instruction in all subject areas is English. Values have been measured with the Portrait Values Questionnaire (Schwartz et al. 2001), and approaches to learning have been assessed by the Study Process Questionnaire (Biggs, 1987). The relationships between values and approaches to learning have been estimated by canonical correlation analysis. Results of the analysis suggest that values can be linked to learning approaches in a situation where students have left their home countries to undertake tertiary studies in a new social, cultural and educational environment. Four distinct pairings between values and learning approaches emerge whereby: (a) self-aggrandisement is linked to the achievement learning variable, (b) conservatism relates to the surface learning variable, (c) self-directedness is linked to the deep learning variable and (d) benevolent change is related to the learning strategies variable.
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Dissertation Note
Provenance
Description
The original publication can be found at www.springerlink.com