Richardson John T E
Institute of Educational Technology, The Open University, Milton Keynes, UK.
Br J Educ Psychol. 2006 Dec;76(Pt 4):867-93. doi: 10.1348/000709905X69690.
Recent research on student learning in higher education has identified clear associations between variations in students' perceptions of their academic environment and variations in their study behaviour.
This research investigated a general theoretical model linking students' demographic characteristics, perceptions and study behaviour with measures of outcome and in particular compared four accounts of the casual relationship between perceptions and study behaviour.
Study 1 employed data from 1,123 students taking six courses by distance learning; Study 2 employed data from 2,049 students taking seven courses by distance learning.
Path analysis was used to assess the causal relationships among the students' age, gender and prior qualifications, their scores on the Course Experience Questionnaire, their scores on a short version of the Approaches to Studying Inventory or the Revised Approaches to Studying Inventory, their overall marks and their ratings of general satisfaction.
Both studies yielded evidence for the causal efficacy of all the paths identified in the general theoretical model.
There exists a bi-directional causal relationship between variations in students' perceptions of their academic environment and variations in their study behaviour.
近期关于高等教育中学生学习的研究已经明确了学生对其学术环境的认知差异与其学习行为差异之间的关联。
本研究调查了一个将学生的人口统计学特征、认知与学习行为和结果测量联系起来的一般理论模型，尤其比较了关于认知与学习行为之间因果关系的四种解释。
研究1采用了1123名通过远程学习修读六门课程的学生的数据；研究2采用了2049名通过远程学习修读七门课程的学生的数据。
路径分析用于评估学生的年龄、性别和先前学历、他们在课程体验问卷上的得分、他们在学习方法量表简版或修订版学习方法量表上的得分、他们的总成绩以及他们的总体满意度评分之间的因果关系。
两项研究都为一般理论模型中确定的所有路径的因果效力提供了证据。
学生对其学术环境的认知差异与其学习行为差异之间存在双向因果关系。
