The Potential for Autonomy in Learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students

By D. Fazey, J. Fazey. 2001

339 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5b9c6846e230ee3e318f830ae72eedf02c9fe74c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kerry O’Regan
2. Catherine McLoughlin
3. John Willison
4. Louisa D Martin
5. Mark J. W. Lee
6. Karen Bill
7. J. West
8. Barbara J. Flood

In Experimental and Cognitive Psychology

1. Catherine McLoughlin
2. Louisa D Martin
3. Mark J. W. Lee
4. Karen Bill
5. J. West
6. A. Macaskill
7. U. Wingate
8. Andrew Denovan

In Social Psychology

1. Andrew Denovan
2. A. Macaskill
3. C. Bryson
4. L. Hand
5. Louisa D Martin
6. Karen Bill
7. J. West
8. Barbara J. Flood

Citations in the corpus

• Commonly known, commonly not known, totally unknown: a framework for students becoming researchers (2007, background): “Autonomy is widely acknowledged as an important aim in education (Boud, 1988 ; Bruce, 1995 ; Butler, 1999 ; Fazey & Fazey, 2001 ).”
• The role of engagement in inspiring teaching and learning (2007, background): “, 2004 ) and learning styles (Vermunt, 1998 ); the range of motivations that students express (Fazey & Fazey, 2001 ; Prescott & Simpson, 2004 ); student satisfaction (Wiers‐Jensen et al , 2002 ); and of course, the problems of when students do not seem be learning and progressing—non‐attendanc”
• Enhancing employability: integrating real world experience in the curriculum (2009, background): “As research literature discusses, taking responsibility is a form of autonomous behaviour (Fazey and Fazey, 2001), which demonstrates the positive effects of an interdependent way of working on these learners’ autonomy.”
• The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. (2008, background): “Recent research attests to a growing appreciation of the importance of the learner’s self-direction and control over the whole learning process (Fazey & Fazey, 2001; Narciss, Proske, & Koerndle, 2007).”
• The development of a brief measure of learner autonomy in university students (2010, background): “4 learning such as motivation to learn and perceived competence (Fazey and Fazey 2001) rather than directly measure autonomous learning.”
• A study of accounting students' motives, expectations and preparedness for higher education (2005, background): “Intrinsic motivation for learning is defined as the desire to learn for the sake of understanding and has its genesis within the individual and is congruent with the individual's sense of self and purpose (Donald, 1999 ; Fazey & Fazey, 2001 ) Such intrinsically motivated students actively engage i”
• Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates (2008, background): “These scales were similar to those used by Fazey and Fazey (2001), and previous research indicated that these were the areas where PBL and learner autonomy shared some common ground (Kremer-Hayon and Tillema, 1999; Zimmerman, 2000; Pajares and Valiante, 2002; Chan, 2001a).”
• A Review of Competency‐Based Learning: Tools, Assessments, and Recommendations (2017, background): “Similarly, Fazey and Fazey (2001) emphasize that educators are responsible for structuring the learning environment in a manner that promotes autonomous behaviors, asserting that autonomous learning should be one of the outcomes of higher education.”
• A framework for transition: supporting 'learning to learn' in higher education (2007, background): “Fazey and Fazey (2001) point out that students have the potential to be autonomous learners, but that it is the responsibility of teachers in higher education to enhance the necessary metacognitive skills.”
• Developing autonomous learning in first year university students using perspectives from positive psychology (2013, background): “It is frequently claimed, especially in the UK, that university study fosters autonomous learning in students (Bryde and Milburn 1990 ; Chemers, Hu, and Garcia 2001 ; Fazey and Fazey 2001 ; Stephenson and Laycock 1993 ).”
• The first semester of university life; ‘will I be able to manage it at all?’ (2011, background): “Motivations are generally thought of as stimulated by the self (intrinsic motivation) or by external influences (extrinsic motivation) (Fazey and Fazey 2001).”