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Article: Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models

TitleBuilding Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models
Authors
Issue Date2017
PublisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1040-726X
Citation
Educational Psychology Review, 2017, v. 29 n. 2, p. 325-344 How to Cite?
AbstractMany of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in close but largely unconnected islands of learning strategy investigation. This integrative theoretical review aims to support the convergence of intersecting models and (at the same time) the sharing of their unique features. These aims are undertaken first by reviewing past discussions of the divide between established European and American learning strategy models (Pintrich, Educational Psychology Review, 16, 385–407, 2004). Then, as an example of how general models (e.g. 3P; Biggs, Higher Education, 12, 73–86, 1993) might better support HE learning strategy development and conver- gence, the potential incorporation of perceived control theory (Skinner 2017) is reviewed. The theoretical support that this particular theory offers for explaining 3P sequential and reciprocal connections is discussed. Furthermore, the organisational and thereby alignment opportunities of this additional structure are presented and reviewed. In addition to implications for future theory and practice, alternative theoretical integration approaches are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/240376
ISSN
2017 Impact Factor: 4.797
2015 SCImago Journal Rankings: 1.411
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.date.accessioned2017-04-19T08:23:37Z-
dc.date.available2017-04-19T08:23:37Z-
dc.date.issued2017-
dc.identifier.citationEducational Psychology Review, 2017, v. 29 n. 2, p. 325-344-
dc.identifier.issn1040-726X-
dc.identifier.urihttp://hdl.handle.net/10722/240376-
dc.description.abstractMany of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in close but largely unconnected islands of learning strategy investigation. This integrative theoretical review aims to support the convergence of intersecting models and (at the same time) the sharing of their unique features. These aims are undertaken first by reviewing past discussions of the divide between established European and American learning strategy models (Pintrich, Educational Psychology Review, 16, 385–407, 2004). Then, as an example of how general models (e.g. 3P; Biggs, Higher Education, 12, 73–86, 1993) might better support HE learning strategy development and conver- gence, the potential incorporation of perceived control theory (Skinner 2017) is reviewed. The theoretical support that this particular theory offers for explaining 3P sequential and reciprocal connections is discussed. Furthermore, the organisational and thereby alignment opportunities of this additional structure are presented and reviewed. In addition to implications for future theory and practice, alternative theoretical integration approaches are discussed.-
dc.languageeng-
dc.publisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1040-726X-
dc.relation.ispartofEducational Psychology Review-
dc.titleBuilding Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.identifier.doi10.1007/s10648-017-9405-7-
dc.identifier.hkuros272012-
dc.identifier.volume29-
dc.identifier.issue2-
dc.identifier.spage325-
dc.identifier.epage344-
dc.identifier.isiWOS:000401840700006-
dc.publisher.placeUnited States-

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