Recursos de colección

Document Server@UHasselt (58.026 recursos)

Repository of the University of Hasselt containing publications in the fields of statistics, computer science, information strategies and material from the Institute for behavioural sciences.

Behavioural Sciences - Learning

Mostrando recursos 1 - 17 de 17

  1. The role of self-study time in freshmen’s achievement.

    Doumen, Sarah; Broeckmans, Jan; Masui, Chris
    Although invested study time is expected to relate to exam performance, research findings have been mixed. Therefore, the current study examined (a) the role of self-study time above and beyond relevant student characteristics, affective-motivational processes (i.e. academic self-efficacy, learning goal orientation, and action-state orientation) and the cognitive learning activities deployed while studying the course (i.e. deep, stepwise, and concrete processing), and (b) whether the effect of self-study time on course grade is moderated by these affective-motivational and cognitive learning activities and/or by student characteristics. Ninety three freshmen following a Macro-Economics course and 70 freshmen enrolling in Financial Accounting 2 participated....

  2. From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community


    This volume covers advances that have occurred in the thirty year existence of the International Study Association on Teachers and Teaching (ISATT), the organization that helped transition the study of teacher thinking to the study of teachers and teaching in all of its complexities. This evolution meant that teachers and the act of teaching are no longer exclusively studied from the outside, but from the inside as well. The chapters capture an international paradigm shift that set the course of teaching and teacher education research. The origins of the movement are traced, work of researchers who contributed to the movement...

  3. Observational learning and L1 summarization tasks

    De Grez, Luc; Raedts, Mariet; van Steendam, Elke; Masui, Christiane

  4. Academisch schrijven in hoger onderwijs: effectieve didactiek

    Raedts, Mariet

  5. Writing

    Rijlaarsdam, Gert; Van den Bergh, Huub; Couzijn, Michel; Janssen, Tanja; Braaksma, Martine; Tillema, Marion; Van Steendam, Elke; Raedts, Mariet

  6. Begeleiding van de overgang secundair - universitair onderwijs

    Hayen, Annick; Doumen, Sarah; Nauwelaerts, Erna

  7. Observerend leren van peer models bij een complexe schrijftaak

    Raedts, Mariet; Daems, Frans; Van Waes, Luuk; Rijlaarsdam, Gert
    In dit artikel rapporteren we over een studie waarin 144 eerstejaarsstudenten een synthese van bestaande onderzoeksresultaten leerden schrijven. Studenten werden random toegewezen aan de experimentele conditie (leren-door-observeren) of de controleconditie (leren-door-doen). De studenten uit de lerendoor-doen-conditie bekwaamden zich in de nieuwe tekstsoort door korte schrijfoefeningen te maken. De studenten uit de lerendoor-observeren-conditie schreven niet zelf tijdens de oefenfase, maar observeerden en evalueerden de schrijfaanpak en teksten van hardopdenkende peers. We hadden met deze studie drie onderzoeksdoelen voor ogen: (1) testen of observerend leren leidt tot betere schrijfprestaties dan lerendoor-doen, (2) nagaan of observerend leren bijdraagt tot positievere succesverwachtingen voor een nieuwe,...

  8. Influence of writing instruction and cognitive skills on undergraduate students??? academic writing

    Raedts, Mariet; Rijlaarsdam, Gert
    We examined the effects of students' cognitive skills and three types of writing instruction on a academic writing task, i.e. writing a section for a literature review. Previous experimental studies compared the effects of two instruction types: observational learning and learning by doing (e.g. Braaksma et al.,2002; Couzijn, 1999; Groenendijk et al., 2011; Raedts et al., 2007; Zimmerman & Kitsantas, 2002). We added a third instruction method to our experimental design: learning from text models written by peers. One hundred and twenty-seven undergraduate students at a Belgian university participated in a 2-hour writing course in which instruction type was manipulated....

  9. Classroom process quality and literacy skills in Portuguese and Belgian first grade classrooms

    Doumen, Sarah; Cadima, Joana; Verschueren, Karine; Leal, Teresa
    Understanding factors associated with children's early skills is of vital importance to children's later school success. Accumulating evidence points to the role of two key classroom processes: teacher-child relationship quality and classroom climate. Warm and close relationships have been associated with positive school adjustment, whereas high levels of conflict have been linked to adjustment difficulties. Positive emotional climate and a well-organized classroom, in particular, are relevant for children's learning outcomes. Despite this growing body of research, thus far few studies have provided comparative data on the quality of classroom processes and their links with literacy skills across countries. The present...

  10. The role of conscientiousness, time management and action-state orientation in freshmen???s study time

    Doumen, Sarah; Masui, Chris; Broeckmans, Jan
    Students differ significantly in the amount of time devoted to studying. Given the importance of study time for academic performance, it is important to investigate the role of students??? personality factors in study time investment. The current study focused on the relation between conscientiousness and study time investment, and the possible intervening role of time management strategies and action-state orientation. Participants were 190 freshmen (74 women) studying business economics. Student ratings of three facets of conscientiousness were included: industriousness, perfectionism and perseverance. Regarding time management and action-state orientation, self-reports of short-term time management strategies, long-term time management strategies and confidence,...

  11. The role of self-study time in freshmen’s achievement

    Doumen, Sarah; Broeckmans, Jan; Masui, Chris
    Although invested study time is expected to relate to exam performance, research findings have been mixed. Therefore, the current study examined a) the role of self-study time above and beyond relevant student characteristics, affective-motivational processes (i.e., academic self-efficacy, learning goal orientation, and action-state orientation) and the cognitive learning activities deployed while studying the course (i.e., deep, stepwise, and concrete processing), and b) whether the effect of self-study time on course grade is moderated by these affective-motivational and cognitive learning activities and/or by student characteristics. 93 freshmen following a Macro-Economics course and 70 freshmen enrolling in Financial Accounting 2 participated. For...

  12. Do diligent students perform better? Complex relations between student and course characteristics, study time, and academic performance in higher education

    Masui, Chris; Broeckmans, Jan; Doumen, Sarah; Groenen, Anne; Molenberghs, Geert
    Research has reported equivocal results regarding the relationship between study time investment and academic performance in higher education. In the setting of the active, assignment-based teaching approach at Hasselt University (Belgium), the present study aimed (a) to further clarify the role of study time in academic performance, while taking into account student characteristics (e.g., gender, prior domain knowledge), and (b) to examine the relation between a number of student and course characteristics and study time. Data included course-specific study time recordings across the entire term, grades for 14 courses, expert ratings of six course characteristics, and other data from the...

  13. The role of affective - motivational factors in freshmen???s study time investment

    DOUMEN, Sarah; BROECKMANS, Jan; MASUI, Chris
    The current study investigates whether affective-motivational factors predict study time investment. More specifically, we examined whether self-study time, regularity of self-study, and class attendance are related to self-efficacy, learning goal orientation (Dweck, 1999), causal attribution of poor performance, and different aspects of action-orientation (disengaging vs. being preoccupied with failure; taking initiative vs. hesitating, being persistent vs. being easily distracted; Kuhl, 1994). 323 freshmen of business economics (Hasselt University, Belgium) participated. Students recorded their study time for a particular course at least weekly for the entire duration of the term. Affective-motivational factors regarding the course were measured by a student questionnaire....

  14. De rol van affectief-motivationele factoren voor ge??nvesteerde studietijd bij eerstejaarsstudenten

    DOUMEN, Sarah; BROECKMANS, Jan; MASUI, Chris
    De hoeveelheid tijd die studenten investeren in zelfstudie en het volgen van lessen werd herhaaldelijk gelinkt aan behaalde examenresultaten (Cred??, Roch, & Kieszczynka, 2010; Stinebrickner & Stinebrickner, 2004). Studenten verschillen aanzienlijk in de hoeveelheid tijd die ze investeren. Onderzoek naar studentkenmerken die deze individuele verschillen kunnen verklaren toonde bijvoorbeeld aan dat studenten die een hogere cognitieve vaardigheid hebben, minder tijd investeren (Plant, Ericsson, Hill, & Asberg, 2005), terwijl vrouwen meer tijd besteden aan hun studies (Brint & Cantwell, 2010). Doelstelling van onze paper is om na te gaan welke affectief-motivationele factoren studietijdinvestering voorspellen. In navolging van Boeckaerts (1996) veronderstellen we...

  15. Study time and academic performance: A conditional relation?

    DOUMEN, Sarah; BROECKMANS, Jan; MASUI, Chris
    Study results depend on many interacting factors, including students??? and teachers??? personal characteristics, their conceptions, preferences and strategies with respect to learning and teaching, and contextual variables (e.g., Biggs, 2001; Broekkamp & Van Hout-Wolters, 2007). The current study aims to specify the role and place of study time (ST) in this complex set of variables and relationships in a self-regulated learning environment. Although, intuitively, more ST is expected to result in higher performance, research results have been inconsistent (Stinebrickner & Stinebrickner, 2004). In some cases, ST has been shown to predict academic performance beyond a myriad of intellective (e.g., high...

  16. Enhancing the learning proficiency of students in higher education

    De Corte, E; MASUI, Chris
    Higher education is facing world-wide a number of problems such as: adjusting to larger and more homogeneous student populations, increasing the number of graduating students, and preparing them for lifelong learning. Enhancing students' learning proficiency can make a substantial contribution to solving each of these major concerns. Taking the growing knowledge base on self-regulated learning as a background, this article presents a project that aimed at the design and evaluation of a powerful learning environment for improving university's freshmen's learning proficiency. More specifically the intervention in this environment focused on the trainability of four cognitive (orienting, planning, self-testing, and reflecting),...

  17. Design and evaluation of a learning environment for self-regulation strategies: An intervention study in higher education.

    De Corte, Erik; MASUI, Chris
    The literature shows convincingly that metacognitive knowledge and a large variety of cognitive as well as affective and motivational self-regulation skills have a substantial effect on students' learning processes and outcomes (Masui 2002), and, thus, constitute important components of competence in a content domain. Taking this into account we designed a learning environment aiming at improving university freshmen's competence and learning proficiency by acquiring integratively eight self-regulation skills. As a whole the learning environment embodies major components of the CLIA-model (Competence, Learning, Intervention, Assessment), a framework for the design of powerful learning environments (De Corte, Verschaffel & Masui 2004). The...

Aviso de cookies: Usamos cookies propias y de terceros para mejorar nuestros servicios, para análisis estadístico y para mostrarle publicidad. Si continua navegando consideramos que acepta su uso en los términos establecidos en la Política de cookies.