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Interrelations among University Students' Approaches to Learning, Regulation of Learning, and Cognitive and Attributional Strategies: A Person Oriented Approach
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Heikkila, Annamari; Niemivirta, Markku; Nieminen, Juha; Lonka, Kirsti – Higher Education: The International Journal of Higher Education and Educational Planning, 2011
This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies, and well-being. Their…
Descriptors: College Students, Cognitive Style, Learning Strategies, Study Habits
Study-Strategy Use in Learning from Text. Does Gender Make Any Difference?
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Slotte, Virpi; Lonka, Kirsti; Lindblom-Ylanne, Sari – Instructional Science, 2001
Describes two studies at the University of Helsinki (Finland) that explored the existence of gender differences in spontaneous study strategies use while learning from texts. Discusses results that showed no differences in text comprehension, and concludes that different study strategies more than gender issues differentiated the learning…
Descriptors: Academic Achievement, Foreign Countries, Gender Issues, Higher Education
Individual Ways of Interacting with the Learning Environment--Are They Related to Study Success?
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Lindblom-Ylanne, Sari; Lonka, Kirsti – Learning and Instruction, 1999
How the study practices of advanced medical students are related to study success was investigated through questionnaires completed by 67 high achievers and interviews with 35 volunteers. Results show that individual study expectations are related to study success. Implications of a mismatch between the demands of the learning environment and…
Descriptors: Academic Achievement, Cognitive Style, Educational Environment, High Achievement
Aspects and Prospects of Measuring Studying and Learning in Higher Education
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Lonka, Kirsti; Olkinuora, Erkki; Makinen, Jarkko – Educational Psychology Review, 2004
The development of two dominant research traditions is described: students' approaches to learning (SAL) and information processing (IP). The development of the third tradition, self-regulated learning (SRL) is added. SAL is based on European research, whereas IP and SRL are more typical background ideas for North-American research. The most…
Descriptors: Higher Education, Information Processing, Educational Research, Research Methodology