First‐year students' perceptions of capability

By Alf Lizzio *, K. Wilson. 2004

136 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4c777718ca681e19e0f760fed0deaf0a66c62ca9

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions (2014, background): “Environment type and personal characteristics (Lizzio & Wilson, 2004; Pike et al., 2012) may also play a moderating effect in various relationships in the framework.”
The first semester of university life; ‘will I be able to manage it at all?’ (2011, background): “To investigate this proposition, the survey required students to rate their skills (see also Lizzio and Wilson 2004) and ambition in relation to their classmates.”
Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs (2005, background): “Students using a deep approach appear more able to demonstrate their understanding (Trigwell & Sleet, 1990) or develop their conceptions of material (Prosser & Millar, 1989) and report greater development of generic skills (Lizzio et al., 2002; Lizzio & Wilson, 2004a).”
Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework (2006, background): “However, these factors were impossible to interpret and the scree plot suggested a six‐factor solution as a more appropriate structuring of the student perceptions (Cattell, 1966 ; Lizzio & Wilson, 2004 ).”
A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills (2017, background): “Lizzio and Wilson (2004) commented that it is not uncommon for students to be presented with ad hoc skills tests or survey instruments with unknown psychometric properties.”
The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes (2008, background): “performance in professional practice ( Lizzio & Wilson, 2004a; Messick, 1994).”
Reflections on Student Persistence (2017, background): “Curriculum and teaching practices that are seen as irrelevant, unhelpful, or of low quality will often yield the opposite result (Lizzio & Wilson, 2004).”
Engineering students’ experiences of transition from study to work (2010, unknown): “Lizzio and Wilson (2004) argue that the perceived relevance to future work of different types of skills and capabilities is the strongest predictor for student interest in courses and a prime determinant of the effort they are prepared to invest in those courses.”
Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and Context (2009, background): “Deep learning, in contrast to shallow learning based on memorization, is a key goal in higher education because it results in better demonstration of understanding and greater development of generic skills (Lizzio & Wilson, 2004; Trigwell & Sleet, 1990).”
Authenticity is in the eye of the beholder: student and teacher perceptions of assessment authenticity (2008, background): “By creating this resemblance, authentic assessments are thought to show students the link between learning and working in practice, thereby directing their learning towards developing professionally relevant skills (Herrington and Herrington 1998 ; Lizzio and Wilson 2004a ; McDowell 1995 ; Wessel”