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- Publisher Website: 10.1007/s10648-017-9405-7
- Scopus: eid_2-s2.0-85017124339
- WOS: WOS:000401840700006
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Article: Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models
Title | Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models |
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Authors | |
Keywords | Integrative theoretical review Motivated strategies Perceived control |
Issue Date | 2017 |
Publisher | Springer 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? |
Abstract | Many 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 Identifier | http://hdl.handle.net/10722/240376 |
ISSN | 2023 Impact Factor: 10.1 2023 SCImago Journal Rankings: 4.321 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Fryer, LK | - |
dc.date.accessioned | 2017-04-19T08:23:37Z | - |
dc.date.available | 2017-04-19T08:23:37Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Educational Psychology Review, 2017, v. 29 n. 2, p. 325-344 | - |
dc.identifier.issn | 1040-726X | - |
dc.identifier.uri | http://hdl.handle.net/10722/240376 | - |
dc.description.abstract | Many 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.language | eng | - |
dc.publisher | Springer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1040-726X | - |
dc.relation.ispartof | Educational Psychology Review | - |
dc.subject | Integrative theoretical review | - |
dc.subject | Motivated strategies | - |
dc.subject | Perceived control | - |
dc.title | Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models | - |
dc.type | Article | - |
dc.identifier.email | Fryer, LK: fryer@hku.hk | - |
dc.identifier.authority | Fryer, LK=rp02148 | - |
dc.identifier.doi | 10.1007/s10648-017-9405-7 | - |
dc.identifier.scopus | eid_2-s2.0-85017124339 | - |
dc.identifier.hkuros | 272012 | - |
dc.identifier.volume | 29 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 325 | - |
dc.identifier.epage | 344 | - |
dc.identifier.isi | WOS:000401840700006 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1040-726X | - |