Learning problems reported by college students: are they using learning strategies?
As teachers of higher education, we expect students to enter college with some understanding of what it means to be an effective learner and the ability to apply effective learning strategies. Unfortunately, many students do not develop effective learning strategies unless they receive explicit inst...
| Publicado en: | Journal of Instructional Psychology Vol. 34; no. 4; pp. 191 - 200 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Educational Innovations
Dec2007
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105989091&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105989091 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00941956 IPY jtl: Journal of Instructional Psychology issn: 00941956 maglogo: N pubinfo: dt: Dec2007 vid: 34 iid: 4 pid: 23403 pub: Educational Innovations place: Daphne, Alabama artinfo: ui: 105989091 105989091 2009765259 105989091 ppf: 191 ppct: 9 formats: tig: atl: Learning problems reported by college students: are they using learning strategies? aug: au: Rachal KC Daigle S Rachal WS affil: Department of Psychology, Nicholls State University; Chris.Rachal@nicholls.edu sug: subj: Learning Disorders Learning Methods Utilization Students, College Psychosocial Factors Adolescence Analysis of Variance Convenience Sample Descriptive Statistics Factor Analysis Kruskal-Wallis Test Mann-Whitney U Test Middle Age Post Hoc Analysis Questionnaires Self Report Summated Rating Scaling World Wide Web Human Adolescent: 13-18 years Middle Aged: 45-64 years ab: As teachers of higher education, we expect students to enter college with some understanding of what it means to be an effective learner and the ability to apply effective learning strategies. Unfortunately, many students do not develop effective learning strategies unless they receive explicit instruction and the opportunity to apply these skills. The current study focused on identifying students' self-reported problems engaging in several academic tasks. We hypothesized that students would report less learning difficulties as they matriculated through the curriculum. This study also identified which learning difficulties are most prevalent at according to student self-reports. Student behaviors related to studying and learning strategies were assessed with an on-line version of the Learning Needs Questionnaire. Factor analysis identified fourteen factors related to academic learning needs. Regardless of academic classification, students reported learning problems related to poor information processing, reading, writing, motivation to study, math, and test taking skills. Test anxiety was the only factor that demonstrated a significant difference between academic classifications. Recommendations are made to improve student use of learning strategies across the curriculum. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|