Correlates of approaches to learning: A cross-cultural meta-analysis.

By D. Watkins. 2001

199 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a7272f43ec2d6a058c28af395c393319ae964706

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In Developmental and Educational Psychology

Citations in the corpus

The extent of variability in learning strategies and students' perceptions of the learning environment (2008, background): “As such, the stability vs. variability of learning approach question fits the ‘‘trait vs. state’’ debate (Watkins, 2001).”
Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies (2006, background): “Previous studies show that both task-avoidant strategy and reproducing orientation predict poor academic performance at university, while optimistic strategy and meaning orientation are related to study success (Lonka & Lindblom-Ylänne, 1996; Eronen et al., 1998; Watkins, 2001; Nurmi et al., 2003).”
Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students (2007, background): “For a recent meta-analysis of the correlates of approaches to learning, including perceptions of the learning environment and learning outcomes, see Watkins (2001) .”
Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach Vol 4(3), pp: 577-610 (2006, methodology): “ISSN:1696-2095. pp:577-610 research evidence (Drew & Watkins, 1998; Leung & Kember, 2003; Mezirow, 1991, 1998; Watkins, 2001; Wong & Watkins, 1998), attempts to explore the causal effects of student learning approaches and reflective thinking on academic performance over time.”
Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation. (2012, background): “Watkins’ ( 2001 ) study, which included both secondary and tertiary students from Hong Kong, also reported that students’ adoption of surface learning approaches were related to inappropriate workload and assessment, whilst good teaching quality was linked to students’ adoption of deep approaches to”
The epistemological beliefs, learning approaches and study orchestrations of university students (2006, background): “Results were consistent with those of previous research which suggests that students’ learning approaches and epistemological beliefs are predictors of their academic performance (Schommer, 1993; Schommer et al., 1997; Watkins, 2001; Cano, 2005).”
Interrelations among university students’ approaches to learning, regulation of learning, and cognitive and attributional strategies: a person oriented approach (2011, background): “A large amount of quantitative research has later confirmed the important distinction between the two main approaches in a variety of contexts and populations (e.g., Entwistle and Ramsden 1983; Vermunt and van Rijswijk 1988; Lonka and Lindblom-Ylänne 1996; Biggs 1987, 1993; Watkins 2001; Richardson ”
Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning (2007, methodology): “Previous research (e.g. Crawford et al., 1998; Lizzio et al., 2002; Watkins, 2001) has found that”
An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific: A path analysis approach (2007, methodology): “Previous findings pertaining to the causal relationship between surface and deep learning approaches and academic performance (e.g., Cano, 2005; Drew & Watkins, 1998; Phan, 2006; Watkins, 2001; Wong & Watkins, 1998; Zeegers, 2001) indicate that these causal paths are quite salient.”
Students’ assessment preferences and approaches to learning: can formative assessment make a difference? (2006, result): “The well-known study by Marton and Saljo (1976) gave qualitative evidence for this, but later studies (Trigwell & Prosser, 1991; Watkins, 2001; Struyven et al., 2003; Heikkila & Lonka, 2006) also provided more quantitative evidence.”
Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1 (2005, background): “As noted above, however, there is a considerable body of evidence linking the constructs measured by such instruments with learning outcomes (Crawford et al., 1998; Watkins, 2001; Lizzio et al., 2002).”
Approaches to learning, course experience and examination grade among undergraduate psychology students: testing of mediator effects and construct validity (2007, background): “Previous research has typically shown that deep and strategic approaches to learning are positively, and surface approach negatively, correlated with academic achievement (Entwistle & Ramsden, 1983 ; Entwistle et al, 2000 ; Watkins, 2001 ; Diseth, 2003 ; Cano, 2005 ).”
Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations (2009, background): “, 2007; Phan, 2008a), and investigation of study processing strategies, reflective thinking practice, and academic performance (e.g., Phan, 2007; Simons et al., 2004; Watkins, 2001).”
Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies (2010, result): “Hence, it is expected that both course experience and SAL will predict examination grade, in accordance with previous research (Cano 2005; Diseth 2003; Entwistle and Ramsden 1983; Watkins 2001) and that these predictor variables will be related (Diseth 2007; Diseth et al.”