Student learning in higher education: a path analysis of academic achievement in science

By Peter Zeegers *. 2004

217 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8bb325f0aa06b58cea50caa2ff7d8def9261b20a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study (2011, background): “…have been nonetheless considered the strongest predictors of students’ performance, and their relevance has been confirmed across various samples (Burton and Dowling 2005; Klomegah 2007; Lent et al. 1984; McKenzie and Schweitzer 2001; Multon et al. 1991; Pajares 1996; Zeegers 2004; Zimmerman 2000).”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, result): “…the analyses but nevertheless limited, the sample consisted almost entirely out of females which is common for a sample of educational sciences students; however, former research remains inconclusive about the influence of gender on approaches to learning (Gijbels et al. 2005; Zeegers 2004).”
Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development (2014, background): “…indicated that, even though multiple factors contribute to learning outcomes, both deep and surface approaches had direct effects on overall gpA (zeegers, 2004). in particular, dAl positively affected first- and third-year students’ overall GPA, while surface approaches negatively affected…”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…2006; Diseth, 2007b; Duff, 1999; Edmunds & Richardson, 2009; Furnham, Christopher, Garwood, & Martin, 2007; Gijbels et al., 2005; Groves, 2005; McParland et al., 2004; Richardson, 1995; Richardson, Morgan, & Woodley, 1999; SadlerSmith, 1996; Valk & Marandi, 2005; Zeegers, 2001, 2004; Zhang, 2003).”
The influence of personal networks and social support on study attainment of students in university education (2008, background): “Students who perform well in secondary education usually continue this high performance (Bruinsma 2003; Jansen 2004; McKenzie and Schweitzer 2001; Murtaugh et al. 1999; Pustjens et al. 2004; Smith and Naylor 2001; Szafran 2001; Zeegers 2004).”
Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering (2021, background): “Few studies, however, have attempted to examine their interrelationships and interactive effects on learning outcomes to determine a causal model of higher education learning (Drew & Watkins, 1998; Trigwell et al., 2013; Zeegers, 2004; Zhou et al., 2015).”
Academic Performance as a Function of Approaches to Studying and Affect in Studying (2013, background): “Some studies reported positive relationships between deep approach to studying and academic performance (e.g., Brodersen, 2007; Zeegers, 2004), while others failed to establish this link (e.g., Diseth & Martinsen, 2003; Minbashian, Huon, & Bird, 2004); possible explanations for the lack of…”
Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (2014, background): “1 However, prior academic achievement is considered the primary predictor of current academic achievement (e.g. Zeegers, 2004).”
The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students (2009, background): “This conclusion is in agreement with previous findings on the ineffectiveness of surface strategies in self-regulatory learning behaviour (Evans, Kirby, & Fabrigar, 2003; Gordon & Debus, 2002; Zeegers, 2004) and Pintrich and De Groot’s (1990) recommendation that learning environments should encourag”
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).”