The relationship between learning approaches and learning outcomes: a study of Irish accounting students

By Marann Byrne, Barbara J. Flood, Pauline Willis *. 2002

209 citations recorded by the source corpus.

Subfields: Accounting, Education

View Paper: https://www.semanticscholar.org/paper/6b257f19898bf9881d2be4872ae23df4e28cd8ee

How researchers see this paper

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

In Accounting

1. Yilmaz Guney
2. Sophie Maussen
3. Patricia Everaert
4. E. Opdecam
5. Marann Byrne
6. Barbara J. Flood
7. Pauline Willis *
8. Gary S. C. Pan

In Education

1. Yilmaz Guney
2. Sophie Maussen
3. Patricia Everaert
4. E. Opdecam
5. Marann Byrne
6. Barbara J. Flood
7. Pauline Willis *
8. Gary S. C. Pan

Citations in the corpus

• Validation of the approaches and study skills inventory for students (assist) using accounting students in the USA and Ireland: a research note (2004, background): “Deep and strategic approaches were positively associated with performance in a study by Byrne et al. (2002), while there was a negative association with the surface approach.”
• Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules (2009, methodology): “…be relevant especially for accounting modules in our study, as the evaluation method and nature of topics in accounting could arguably promote a surface approach (English et al., 2004), which can limit academic achievement (e.g. Byrne et al., 2002; Davidson, 2002; Ramburuth and Mladenovic, 2004).”
• The relationship between motivation, learning approaches, academic performance and time spent (2017, methodology): “Similarly, the study of Byrne et al. (2002) investigates the relation between learning approaches and learning outcomes for Irish first-year accounting students in a management accounting course.”