Approaches to learning, course experience and examination grade among undergraduate psychology students: testing of mediator effects and construct validity

174 citations recorded by the source corpus.

How researchers see this paper

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

Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering (2021, background): “…of the learning environment, approaches to learning, and learning outcomes, and have generally found the mediating effects of learning approaches on the relationship between the presage and product variables (e.g., Diseth, 2007; Diseth et al., 2010; Lizzio et al., 2002; Trigwell et al., 2013).”
Student perspectives on how different elements of constructive alignment support active learning (2021, result): “However, findings are contradictory, as several studies did not reveal relationships between the deep approach and academic achievement (Diseth, 2003, 2007a, 2007b; Gijbels et al., 2005; Rytkönen et al., 2012).”
Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula (2010, background): “continents with several samples (Cano 2007; Diseth 2007; Justicia et al. 2008; Lonka et al. 2004; Marton et al. 1997).”
Factors affecting bioscience students’ academic achievement (2012, unknown): “According to previous studies, positive perceptions of the teaching– learning environment are related to a deep approach to learning and, respectively, negative perceptions to a surface approach to learning (Diseth 2007a; Parpala et al. 2010; Richardson 2005).”