dc.contributor.author |
Peterson, Elizabeth |
en |
dc.contributor.author |
Brown, Gavin |
en |
dc.contributor.author |
Irving, Stephen |
en |
dc.date.accessioned |
2011-08-18T22:28:48Z |
en |
dc.date.accessioned |
2012-02-12T22:47:12Z |
en |
dc.date.accessioned |
2012-02-12T22:49:24Z |
en |
dc.date.issued |
2010 |
en |
dc.identifier.citation |
Learning and Individual Differences 20:167-176 2010 |
en |
dc.identifier.issn |
1041-6080 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/11195 |
en |
dc.description.abstract |
Conceptions of learning were investigated in three studies. Study 1 piloted a modified version of Purdie and Hattie's (2002) Conceptions of Learning Inventory (COLI-I) with 236 secondary students. Multilog analysis was used to remove itemswith poormeasurement characteristics. Study 2 used a nationally representative sample of 701NewZealand secondary school studentswho completed the COLI-II. Themeasurementmodel hadmarginally acceptable fit. Study 3 consisted of 608 secondary students who completed a slightly revised COLI-III and provided standardised academic reading and mathematics achievement data. The Study 2 and 3 samples were found to have configural invariance and the structural model mapping students' conceptions of learning onto their academic achievement had acceptable fit. The conception that learning is a duty predicted lower achievement and the conception of learning as continuous predicted higher achievement. This is the first study to empirically demonstrate a direct relationship between learning conceptions and academic outcomes in the secondary sector. |
en |
dc.publisher |
Pergamon |
en |
dc.relation.ispartofseries |
Learning and Individual Differences |
en |
dc.relation.replaces |
http://hdl.handle.net/2292/7498 |
en |
dc.relation.replaces |
2292/7498 |
en |
dc.relation.replaces |
http://hdl.handle.net/2292/11194 |
en |
dc.relation.replaces |
2292/11194 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1041-6080/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Secondary school students' conceptions of learning and their relationship to achievement |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1016/j.lindif.2009.12.004 |
en |
pubs.issue |
3 |
en |
pubs.begin-page |
167 |
en |
pubs.volume |
20 |
en |
dc.rights.holder |
Copyright: Pergamon |
en |
pubs.end-page |
176 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
119656 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Education Faculty Bus. Unit |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.org-id |
Science |
en |
pubs.org-id |
Psychology |
en |
pubs.record-created-at-source-date |
2011-08-17 |
en |