Learning Style, Academic Belief Systems, Self-report Student Proficiency and Academic Achievement in Higher Education

By Simon Cassidy *, P. Eachus. 2000

321 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/774339de7f03e0ff61d2da2c74ec1ad9d63fefff

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…– Uncertainty/low self-esteem/anxiety/failure Balasooriya, Toohey et al. (2009), Gijbels et al. (2009), Struyven et al. (2006) and Tiwari et al. (2006) Cassidy and Eachus (2000), Duff (2004), Harris (2004), Papinczak (2009), Rodriguez (2009) and Thomas and Gadbois (2007) Emphasis on non-academic…”
Grades—Who's to Blame? Student Evaluation of Teaching and Locus of Control (2004, result): “Similarly, in a study focused upon learning style and the academic behavior patterns of British undergraduates, Cassidy and Eachus (2000) found that external locus of control was associated with apathetic learning approaches whereas an internal locus of control was associated with the adoption of…”
Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health (2009, background): “Cassidy and Eachus (2000) found that students with stronger perceptions of control used more effective study strategies, resulting in greater academic achievement.”
Student learning in higher education: a path analysis of academic achievement in science (2004, background): “A study by Cassidy and Eachus (2000) in the UK, found that high academic self-efficacy has a positive association with the adoption of deep and strategic learning approaches and high locus of control, but that it is not directly predictive of academic achievement.”
The Effect of the Case Method on Tolerance for Ambiguity (2003, background): “Simon (2000), for example, noted that an internal locus of control, which is characterized by the belief that one controls his or her environment, was associated with higher levels of academic achievement.”
Exploring individual differences as determining factors in student academic achievement in higher education (2012, background): “2008 ), increasingly other factors – individual differences – are cited as contributory factors in student success (Cassidy and Eachus 2000 ).”
Perceptual learning style and learning proficiency: A test of the hypothesis. (2006, background): “Theoretically, individuals differ in the sense modality of stimuli from which they best absorb, retain, and process new information (Cassidy & Eachus, 2000; Dunn, 1983; Harrison, Andrews, & Saklofske, 2003).”
The Role of Epistemic Beliefs in Self-Regulated Learning (2007, background): “…levels of self-efficacy and higher levels of anxiety result in lower levels of cognitive and metacognitive strategy use (e.g., Bråten & Olaussen, 2005; Cassidy & Eachus, 2000; Zeegers, 2004) and may even lead to self-regulatory failure (e.g., the student fails to engage in the task; Steel, 2007).”
Understanding academic confidence (2006, background): “In the UK, Cassidy and Eachus (2000) showed a relationship between low academic aptitude, external academic locus of control and a surface approach to learning. In contrast, another British study showed that students whose reason to participate in education was for cognitive interest had positive ac”
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement (2007, background): “Cassidy and Eachus (2000) found that students with higher perceptions of control used more effective study strategies than students with lower perceptions of control, resulting in greater academic achievement.”
Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs (2005, background): “Given the empirical association of external locus of control with surface approaches, and internal locus of control with deep approaches to learning (Watkins & Akande, 1994; Cassidy & Eachus, 2000), the use of group learning contracts may contribute to a deep shift in students' learning.”
Academic Performance as a Function of Approaches to Studying and Affect in Studying (2013, background): “Most of the studies reported negative relationships between surface approach to studying and academic performance (e.g., Brodersen, 2007; Zeegers, 2004), while some found no relationship (e.g., Beckwith, 1991b; Cassidy & Eachus, 2000).”