Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

By Jan D. Vermunt, Yvonne Vermetten. 2004

691 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/45783093d8ccfb8cc6b31ea279ac90a88aeb4c82

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Cram School Students’ Conceptions of Learning and Learning Science in Taiwan (2008, methodology): “According to Vermunt and Vermetten (2004), a conception of learning is a coherent system of knowledge and beliefs about learning and related phenomena.”
Self-regulation and autonomy in problem- and project-based learning environments (2013, background): “Different instructional contexts activate different goals, student expectations and student behaviours (Vermunt and Vermetten, 2004).”
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “The struggling, experiencing friction, negative emotions, and avoiding learning aspects of teacher learning found in the present study, are similar to undirected learning as found in studies on student learning (Vermunt & Vermetten, 2004).”
Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners (2009, background): “In addition to the educational context, strategies, conceptions and orientations to learning adopted by students may be influenced by personality, epistemology and personal traits such as prior educational level, study experience, age and gender (Vermunt and Vermetten 2004).”
How do teachers learn in the workplace? An examination of teacher learning activities (2009, background): “In studies by Vermunt ( 1998 ) and Vermunt and Vermetten ( 2004 ), the stability of student learning styles was found to be high but not sufficiently high to treat learning style as an unchangeable trait.”
Conceptions of learning and approaches to learning in Portuguese students (2007, background): “Vermunt and Vermetten (2004) testify to the idea of ‘‘stimulating education’’ (i.e.”
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation (2012, methodology): “Cognitive processing strategies and meta-cognitive regulation strategies are sometimes subsumed under the more overarching concept of learning strategies [20, 23].”
Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning (2014, background): “Vermunt and Vermetten (2004) stated that a lack of regulation occurs when students possess insufficient strategies for regulating their learning processes and insufficient external support is made available to them.”
Differences between students’ and teachers’ perceptions of education: profiles to describe congruence and friction (2013, methodology): “From the five categories (Vermunt and Vermetten 2004) of Table 6 Results of t-tests on teacher difference scores, comparing teachers’ approaches to teaching, age and years of teaching experience”
College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach (2014, background): “…learning; cluster analysis; needs satisfaction; learning styles Since good learning habits normally predict better academic performance (e.g. Kleijn, van der Ploeg, & Topman, 1994), educators are interested in how productive learning strategies are developed (e.g. Vermunt & Vermetten, 2004).”
University students’ and teachers’ conceptions of teaching and learning in the biosciences (2010, background): “Students self-regulate their learning processes, which has an effect on the learning outcome (e.g., Vermunt and Vermetten 2004 ).”