Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies

By Å. Diseth, Ståle Pallesen, Geir Scott Brunborg, Svein Larsen. 2010

205 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3b8d5882be976a8f5d7047c608bacdd2cf7f629f

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Citations in the corpus

Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…– it has been shown that in order to attain deep approaches to learning students should be satisfied with the overall course quality (Diseth, 2007a; Diseth et al., 2010; Richardson et al., 2007) or specific features of the course/learning environment, i.e. appropriateness of the workload (e.g.…”
Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation. (2012, background): “Contemporary research based on the student approaches to learning (SAL) framework suggest that students’ adoption of deep (meaningful learning) or surface (rote learning) approaches is contingent on their experience with regard to their interaction with the teaching and learning environment—in that ”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “*Shim, S., & Ryan, A. (2005). Changes in self value in response to grades: The role Education, 73(4), 333-349.”
Student-centred learning: the role and responsibility of the lecturer (2014, background): “…orientation (Baeten et al. 2010; Garrison and Cleveland-Innes 2005), teaching behaviours (Diseth 2007; Valk and Marandi 2005), clarity of purpose (Diseth et al. 2010; Richardson et al. 2007), assessment (Gulikers et al. 2008; Segers, Nijhuis, and Gijselaers 2006) and feedback (Valk and Marandi…”