Publication
Title
Predictive validity of the learning conception questionnaire in primary education
Author
Abstract
The objective of this research is to determine whether there is a relationship between learning conceptions of twelve-year-old students in the last year of primary education and their learning outcomes. The results of this study indicate that learning outcomes are significantly lower when students in the last year of primary education score high on the variables undirected learning and regulation by the teacher. In practice these results, and the fact that learning conceptions are liable to change during the transition from primary to secondary education, mean that the stimulation of students in terms of the correct form of regulation, using more deep processing activities, instead of undirected behaviour by the processing of subject matter, possibly gives better learning outcomes.
Language
English
Source (journal)
International journal of educational research. - Oxford
Publication
Oxford : 2015
ISSN
0883-0355
Volume/pages
74(2015), p. 61-69
ISI
000367863200006
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 05.01.2016
Last edited 01.08.2017
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