Learning approaches: examination type, discipline of study, and gender

By Swee Noi Smith *, Robyn J. Miller. 2005

147 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e1bb5bf088a663b8932648b65b8846ae62a7c8b1

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In Education

Citations in the corpus

The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity (2011, unknown): “Kember, Leung, & McNaught, 2008 ; Smith & Miller, 2005 ).”
An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific: A path analysis approach (2007, result): “This finding differs from previous research findings (Cano, 2005; Pajares & Johnson, 1996; Pajares & Miller, 1994; Smith & Miller, 2005), and the difference may be explained by the schooling system in the South Pacific region which is exam-driven and bounded by strict formal curricula.”
Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations (2009, methodology): “In studies of processing strategies, Cano (2005) and Smith and Miller (2005) found that men and women differed in the study strategies they used.”
Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach Vol 4(3), pp: 577-610 (2006, background): “We examined the three theoretical frameworks in two different subject domains as there are reasons to indicate, for example, that subject disciplines influence students’ learning approaches (Skogsberg & Clump, 2003; Smith & Miller, 2005).”
The surprising persistence of Biglan's classification scheme (2017, methodology): “While the scheme has been used for research in countries as varied as Korea (Shin, 2011), Australia (Smith & Miller, 2005) and Canada (Kreber & Castleden, 2009), there appears to have been little previous attempt to see if the same classification scheme applies in these other countries, let alone…”
The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis (2012, background): “These categorizations entail different forms of knowledge; for example, English, as soft pure, entails a holistic form of knowledge in which learning is concerned with understanding and interpretation of ideas, and the establishment of coherence in structuring and argument (Smith & Miller, 2005).”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, background): “…of students in educational sciences and one should bear in mind that prior research has shown that students from different disciplines can differ significantly from each other regarding learning approaches (Kember et al. 2008; Lonka & Lindblom-Ylänne 1996; Smith & Miller 2005; Valk & Marandi 2005).”
Students’ academic performance and various cognitive processes of learning: an integrative framework and empirical analysis (2010, methodology): “For example, in the area of processing strategies, Cano ( 2005 ) and Smith and Miller ( 2005 ) found that men and women differed in the study strategies they used.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “Educational Research Review (2010), doi:10.1016/j.edurev.2010.06.001 and Weaven (2008), Reid et al. (2005), Struyven et al. (2006), Wilson and Fowler (2005) and Wong and Lam (2007) (2008), S. Leung et al. (2008), McParland et al. (2004), Vanthournout et al. (2009) and Wilson and Fowler (2005) Append”
Student-centred learning: the role and responsibility of the lecturer (2014, background): “Other research has identified some correlation between deep learning and subject discipline (Kember, Leung, and McNaught 2008; Smith and Miller 2005), student age (Edmunds and Richardson 2009; Furnham et al. 2007), gender (Tetik, Gurpinar, and Bati 2009; Chamorro-Premuzic and Furnham 2009) and…”