Approaches to Learning, Cognitive Style, and Motives as Predictors of Academic Achievement

By Å. Diseth, Ø. Martinsen. 2003

299 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/daaf973df96d0bf9585639c2ff6e99d819cfc08d

How researchers see this paper

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

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis (2010, background): “A study completed by Diseth and Martinsen (2003) investigated the relationship between approaches to learning, cognitive style, motives, and academic achievement.”
Differences in Learning and Study Strategies between High and Low Achieving University Students: A Hong Kong study (2007, background): “Many research findings suggest that the best predictor of academic performance is study strategy (Allen, Lerner, & Hinrichsen, 1972; Caballos & Esteban, 1988; Diseth & Martinsen, 2003; Entwistle, 1998; Gadzella & Williamson, 1984; Yip & Chung, 2002, 2005).”
Academic Performance as a Function of Approaches to Studying and Affect in Studying (2013, methodology): “Nevertheless, intelligence as measured by IQ tests was found to account for about half the variance in academic performance, leaving the remaining half to be explained by other individual differences and environmental factors (Chamorro-Premuzic & Furnham, 2004).”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “This approach has been shown to facilitate students’ achievement (Biggs, 1985; Diseth & Martinsen, 2003; En-twistle & McCune, 2004).”
Factors affecting bioscience students’ academic achievement (2012, background): “2008), and the surface approach negatively related (Diseth and Martinsen 2003).”
The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students (2009, background): “Similar findings on the weak relationship between a deep approach and both academic achievement (Diseth & Martinsen, 2003) and perceived proficiency (Cassidy & Eachus, 2000) have been reported in non-business fields.”
Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement (2007, methodology): “…structural equation modelling (SEM), may be regarded as a modification of guidelines put forward by Jöreskog (1993), and such combinations of exploratory analysis and SEM have become common as data-analytic strategies (see, for example, Stringer & Irving, 1998; Diseth & Martinsen, 2003).”
Personality, approaches to learning and achievement (2010, result): “Subsequent quantitative studies have further supported their findings, and approaches to studying and learning have, more generally speaking, predicted academic achievement (Diseth, 2003; Diseth & Martinsen, 2003; Drew & Watkins, 1998; Entwistle & Ramsden, 1983; Newstead, 1992; Sadler-Smith, 1997).”
The relationship between motivation, learning approaches, academic performance and time spent (2017, background): “Similarly, Diseth and Martinsen (2003) and Ramburuth and Mladenovic (2004) did not find a significant effect in reference to the deep learning approach, but also confirm the significant negative relation between a surface approach and academic achievement.”
Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, background): “…anxiety, along with decreased use of adaptive strategies (Bartels et al. 2010), increased use of surface strategies (Diseth and Kobbeltvedt 2010; Diseth and Martinsen 2003), and increased levels of self-handicapping, procrastination, and other indicators of poor self-regulation (Chen et al.…”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…et al. (2008), Struyven et al. (2006), Tetik et al. (2009), Tiwari et al. (2006) and Wong and Lam (2007) Baeten et al. (2009), Cano and Berbén (2009), Diseth and Martinsen (2003), Harris (2004), Entwistle et al. (2002), Entwistle and Tait (1990, 1993), Thomas and Gadbois (2007) and Wilson…”