Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

• Ajisuksmo, C. R. P., and Vermunt, J. D. (1999). Learning styles and self-regulation of learning at university: An Indonesian study.Asia Pac. J. Educ. 19(2): 45–59.

  Google Scholar 

• Beishuizen, J., Stoutjesdijk, E., and Van Putten, K. (1994). Studying textbooks: Effects of learning styles, study task, and instruction. Learn. Instr. 4: 151–174.

  Google Scholar 

• Beishuizen, J. J., and Stoutjesdijk, E. T. (1999). Study strategies in a computer assisted study environment. Learn. Instr. 9: 281–301.

  Google Scholar 

• Biggs, J. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.

  Google Scholar 

• Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Educ. 32: 347–364.

  Google Scholar 

• Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories. Educ. Psychol. 30: 195–200.

  Google Scholar 

• Boekaerts, M., Otten, R., and Simons, R. (1997). Leerstijl in de onderbouw van het voort-gezet onderwijs-Een onderzoek naar de bruikbaarheid van de ILS [Learning style in the first years of secondary education-A study on the usability of the ILS]. Tijdschrift voor Onderwijsresearch [Dutch J. Educ. Res.] 22: 15–36.

  Google Scholar 

• Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In Weinert, F. E., and Kluwe, R. H. (eds.), Metacognition, Motivation and Understanding, Erlbaum, Hillsdale, NJ, pp. 65–116.

  Google Scholar 

• Busato, V. V., Prins, F. J., Elshout, J. J., and Hamaker, C. (1998). Learning styles: A cross-sectional and longitudinal study in higher education. Br. J. Educ. Psychol. 68: 427–441.

  Google Scholar 

• Busato, V. V., Prins, F. J., Elshout, J. J., and Hamaker, C. (1999). The relation between learn-ing styles, the Big Five personality traits and achievement motivation in higher education. Pers. Indiv. Diff. 26: 129–140.

  Google Scholar 

• Clark, R. E. (1990). When teaching kills learning: Research on mathemathantics. In Mandl, H., de Corte, E., Bennett, S. N., and Friedrich, H. F. (eds.), Learn. Instr.: European Research in an International Context, Vol. 2.2, Pergamon, Oxford, pp. 1–22.

  Google Scholar 

• Entwistle, N., and McCune, V. (2004). The conceptual bases of study strategy inventories. Educ. Psychol. Rev. 16(4): 325–345.

  Google Scholar 

• Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In Weinert, F. E., and Kluwe, R. H. (eds.), Metacognition, Motivation and Understanding, Erlbaum, Hillsdale, NJ, pp. 21–29.

  Google Scholar 

• Geisler-Brenstein, E., Schmeck, R. R., and Hetherington, J. (1996). An individual difference perspective on student diversity. Higher Educ. 31: 73–96.

  Google Scholar 

• Gibbs, G., Morgan, A., and Taylor, E. (1984). The world of the learner. In Marton, F., Hounsell, D., and Entwistle, N. (eds.), The Experience of Learning, Scottish Academic Press, Edinburgh, pp. 165–188.

  Google Scholar 

• Klatter, E. (1995). Leerstijlen in de brugklas-een onderzoek naar een vakspecifieke leerstijl [Learning styles in the first year of secondary education-A study on a subject specific learning style]. In Schouwenburg, H. C., and Groenewoud, J. T. (eds.), Studievaardigheid en leerstijlen [Study Skill and Learning Style], Wolters-Noordhoff, Groningen, pp. 169–191.

  Google Scholar 

• Lindblom-Yl¨ anne, S., and Lonka, K. (1999). Individual ways of interacting with the learning environment-Are they related to study success? Learn. Instr. 9: 1–18.

  Google Scholar 

• Lindblom-Yl¨ anne, S., and Lonka, K. (2000). Dissonant study orchestrations of high-achieving university students. Eur. J. Psychol. Educ. 15: 19–32.

  Google Scholar 

• Lonka, K., and Ahola, K. (1995). Activating instruction-How to foster study and thinking skills in higher education. Eur. J. Psychol. Educ. 10: 351–368.

  Google Scholar 

• Lonka, K., Heikkil¨ a, A., Lindblom-Yl¨ anne, S., and Maury, S. (1997, August). Are epistemologies related to study activities in an innovative course? Paper presented at the 7th Conference of the European Association for Research on Leaning and Instruction, Athens, Greece.

• Lonka, K., and Lindblom-Yl¨ anne, S. (1996). Epistemologies, conceptions of learning, and study practices in medicine and psychology. Higher Educ. 31: 5–24.

  Google Scholar 

• Lonka, K., Olkinuora, E., and M¨ akinen, J. (2004). Aspects and prospects of measuring study-ing and learning in higher education. Educ. Psychol. Rev.16(4): 301–323.

  Google Scholar 

• Lunenberg, M. L., and Volman, M. (1999). Active learning: Views and actions of students and teachers in basic education. Teach. Teach. Educ. 15: 431–445.

  Google Scholar 

• Marton, F., and S¨alj¨o, R. (1984). Approaches to learning. In Marton, F., Hounsell, D., and Entwistle, N. (eds.), The Experience of Learning, Scottish Academic Press, Edinburgh, pp. 36–55.

  Google Scholar 

• Marton, F., Watkins, D., and Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong. Learn. Instr. 7: 21–48.

  Google Scholar 

• Masui, C., and DeCorte, E. (1999). Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools. Learn. Instr. 9: 517–542.

  Google Scholar 

• Meyer, J. H. F. (2000). The modeling of "dissonant" study orchestration in higher education. Eur. J. Psychol. Educ. 15: 5–18.

  Google Scholar 

• Minnaert, A., and Van der Hulst, F. (2000, September). A comparison of the (in)stability of student learning patterns in a traditional versus a student oriented learning environment.Paper presented at the international conference on "Innovations in higher education 2000," Helsinki, Finland.

• Oosterheert, I. E., and Vermunt, J. D. (2001). Individual differences in learning to teach-Relating cognition, regulation and affect. Learn. Instr. 11: 133–156.

  Google Scholar 

• Pask, G. (1988). Learning strategies, teaching strategies, and conceptual or learning style. In R. R. Schmeck (ed.), Learning Strategies and Learning Styles, Plenum, New York, pp. 83–100.

  Google Scholar 

• Pintrich, P. R. (1994). Continuities and discontinuities: Future directions for research in educational psychology. Educ. Psychol. 29: 137–148.

  Google Scholar 

• Richardson, J. T. E. (2000). Researching Student Learning, Open University Press and SRHE, Buckingham.

  Google Scholar 

• Roosendaal, A., and Vermunt, J. (1996). Leerstijlen en zelfstandig leren in het voorportaal van het studiehuis [Learning styles and self-regulated learning in upper secondary education]. Tijdschrift voor Onderwijsresearch [Dutch J. Educ. Res.] 21: 336–347.

  Google Scholar 

• Rosenshine, B., and Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Hand-book of research on teaching, 3rd edn., MacMillan, New York, pp. 376–391.

  Google Scholar 

• Rozendaal, J. S., De Brabander, C. J., and Minnaert, A. (2001, August). Boundaries and dimensionality of epistemological beliefs. Paper presented at the 9th Conference of the European Association for Research on Leaning and Instruction, Fribourg, Switzerland.

• Schatteman, A., Carette, E., Couder, J., and Eisendrath, H. (1997). Understanding the effects of a process-oriented instruction in the first year of university by investigating learning style characteristics. Educ. Psychol. 17: 111–125.

  Google Scholar 

• Schouwenburg, H. C. (1996). Een onderzoek naar leerstijlen [A study on learning styles]. Ti-jdschrift voor Onderwijsresearch [Dutch J. Educ. Res.] 21: 151–161.

  Google Scholar 

• Severiens, S. (1997). Gender and learning-Learning styles, ways of knowing, and patterns of reasoning. Academisch dissertation, University of Amsterdam, The Netherlands.

  Google Scholar 

• Severiens, S. E., and Ten Dam, G. T. M. (1997). Gender and gender identity differences in learning styles. Educ. Psychol. 17: 79–93.

  Google Scholar 

• Short, E. J., and Weisberg-Benchell, J. A. (1989). The triple alliance for learning: Cognition, metacognition, and motivation. In McCormick, C. B., Miller, G. E., and Pressley, M. (eds.), Cognitive Strategy Research: From Basic Research to Educational Applications, Springer, New York, pp. 33–63.

  Google Scholar 

• Shuell, T. J. (1996). Teaching and learning in a classroom context. In Berliner, D. C., and Calfee, R. C. (eds.), Handbook of Educational Psychology, Simon & Schuster Macmillan, New York, pp. 726–764.

  Google Scholar 

• Simons, P. R. J. (1997). From romanticism to practice in learning. Lifelong Learn. Europe 1: 8–15.

  Google Scholar 

• Slaats, A., Lodewijks, H., and Van der Sanden, J. (1999). Learning styles in secondary vocational education: disciplinary differences. Learn. Instr. 9: 475–492.

  Google Scholar 

• Tait, H., and Entwistle, N. J. (1996). Identifying students at risk through ineffective study strategies. Higher Educ. 31: 97–116.

  Google Scholar 

• Theophilides, C. (1997, August). Freshmen students' reactions to constructivist approaches to learning and to process-oriented instruction. Paper presented at the 7th Conference of the European Association of Research on Learning an Instruction (EARLI), Athens, Greece.

• Trigwell, K., Prosser, M., and Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Educ. 37: 57–70.

  Google Scholar 

• Vermetten, Y. J., Vermunt, J. D., and Lodewijks, H. G. (1999a). A longitudinal perspective on learning strategies in higher education: Different viewpoints towards development. Br. J. Educ. Psychol. 69: 221–242.

  Google Scholar 

• Vermetten, Y. J., Lodewijks, H. G., and Vermunt, J. D. (1999b). Consistency and variability of learning strategies in different university courses. Higher Education 37: 1–21.

  Google Scholar 

• Vermetten, Y. J., Lodewijks, H. G., and Vermunt, J. D. (2001). The role of personality traits and goal orientations in strategy use. Contemp. Educ. Psychol. 26: 149–170.

  Google Scholar 

• Vermunt, J. (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs-Naar pro-cesgerichte instructie in zelfstandig denken [Learning styles and regulation of learning processes in higher education-Towards process-oriented instruction in autonomous thinking], Swets & Zeitlinger, Amsterdam.

  Google Scholar 

• Vermunt, J. D. (1995). Process-oriented instruction in learning and thinking strategies. Eur. J. Psychol. Educ. 10: 325–349.

  Google Scholar 

• Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Educ. 31: 25–50.

  Google Scholar 

• Vermunt, J. D. (1998). The regulation of constructive learning processes. British J. Educ. Psychol. 68: 149–171.

  Google Scholar 

• Vermunt, J. D. (2003). The power of learning environments and the quality of student learning. In de Corte, E., Verschaffel, L., Entwistle, N., and van Merri¨enboer, J. (eds)., Power-ful Learning Environments: Unravelling Basic Components and Dimensions, Advances in Learning and Instruction Series, Pergamon, Oxford, pp. 109–124.

  Google Scholar 

• Vermunt, J. D., and Verloop, N. (1999). Congruence and friction between learning and teaching. Learn. Instr. 9: 257–280.

  Google Scholar 

• Vermunt, J. D., and Verloop, N. (2000). Dissonance in students' regulation of learning processes. Eur. J. Psychol. Educ. 15: 75–89.

  Google Scholar 

• Vermunt, J. D., and Verschaffel, L. (2000). Process-oriented teaching. In Simons, R. J., van der Linden, J., and Duffy, T. (eds.), New Learning, Kluwer Academic, Dordrecht, pp. 209–225.

  Google Scholar 

• Volet, S. E. (1991). Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning. Learn. Instr. 1: 319–336.

  Google Scholar 

• Volet, S., McGill, T., and Pears, H. (1995). Implementing process-based instruction in regu-lar university teaching: Conceptual, methodological and practical issues. Eur. J. Psychol. Educ. 10: 385–400.

  Google Scholar 

• Weinstein, C. E., Zimmerman, S. A., and Palmer, D. R. (1988). Assessing learning strategies: the design and development of the LASSI. In Weinstein, C. E., Alexander, P. A., and Goetz, E. T. (eds.), Learning and Study Strategies; Issues in Assessment, Instruction, and Evaluation, Academic Press, New York. pp. 25–40.

  Google Scholar 

• Wierstra, R. F., Kanselaar, G., Van der Linden, J. L., Lodewijks, H. G., and Vermunt, J. D. (2003). The impact of the university context on European students' learning approaches and learning environment preferences. Higher Educ. 45: 503–523.

  Google Scholar 

Download references