- About this Journal ·
- Abstracting and Indexing ·
- Aims and Scope ·
- Article Processing Charges ·
- Author Guidelines ·
- Bibliographic Information ·
- Citations to this Journal ·
- Contact Information ·
- Editorial Board ·
- Editorial Workflow ·
- Free eTOC Alerts ·
- Publication Ethics ·
- Recently Accepted Articles ·
- Reviewers Acknowledgment ·
- Submit a Manuscript ·
- Subscription Information ·
- Table of Contents
Education Research International
Volume 2012 (2012), Article ID 152747, 10 pages
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation
1EduBROn-research group, Institute of Education and Information Sciences, University of Antwerp, 2000 Antwerp, Belgium
2REPRO-research group, Institute of Education and Information Sciences, University of Antwerp, 2000 Antwerp, Belgium
Received 7 December 2011; Revised 2 August 2012; Accepted 16 August 2012
Academic Editor: Eduardo Cascallar
Copyright © 2012 Gert Vanthournout et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- E. Schofer and J. W. Meyer, “The worldwide expansion of higher education in the twentieth century,” American Sociological Review, vol. 70, no. 6, pp. 898–920, 2005.
- H. G. Schuetze and M. Slowey, “Participation and exclusion: a comparative analysis of non-traditional students and lifelong learners in higher education,” Higher Education, vol. 44, no. 3-4, pp. 309–327, 2002.
- M. Watson, M. McSorley, C. Foxcroft, and A. Watson, “Exploring the motivation orientation and learning strategies of first year university learners,” Tertiary Education and Management, vol. 10, no. 3, pp. 193–207, 2004.
- S. J. Lea, D. Stephenson, and J. Troy, “Higher education students' attitudes to student-centred learning: beyond 'educational bulimia'?” Studies in Higher Education, vol. 28, no. 3, pp. 321–334, 2003.
- E. P. W. A. Jansen and M. Bruinsma, “Explaining achievement in higher education,” Educational Research and Evaluation, vol. 11, no. 3, pp. 235–252, 2005.
- A. Minnaert and P. Janssen, “Success and progress in higher education: a structural model of studying,” British Journal of Educational Psychology, vol. 62, no. 2, pp. 184–192, 1992.
- R. Bennett, “Determinants of undergraduate student drop out rates in a university business studies department,” Journal of Further and Higher Education, vol. 27, no. 2, pp. 123–141, 2003.
- P. Ramsden, Learning to Teach in Higher Education, Routledge, London, UK, 1992.
- M. Richardson, C. Abraham, and R. Bond, “Psychological correlates of university students' academic performance: a systematic review and meta-analysis,” Psychological Bulletin, vol. 138, no. 2, pp. 353–387, 2012.
- P. Hodkinson and M. Bloomer, “Dropping out of further education: complex causes and simplistic assumptions,” Research Papers in Education, vol. 16, no. 2, pp. 117–140, 2001.
- A. Hofman and D. Van den Berg, “Determinants of study progress: the impact of student, curricular, and contextual factors on study progress in university education,” Higher Education in Europe, vol. 25, no. 1, pp. 93–110, 2000.
- P. A. Alexander, S. Graham, and K. R. Harris, “A perspective on strategy research: progress and prospects,” Educational Psychology Review, vol. 10, no. 2, pp. 129–154, 1998.
- V. Tinto and P. Russo, “Coordinated studies programs: their effect on student involvement at a community college,” Community College Review, vol. 22, no. 2, pp. 16–25, 1994.
- Å. Diseth and T. Kobbeltvedt, “A mediation analysis of achievement motives, goals, learning strategies, and academic achievement,” British Journal of Educational Psychology, vol. 80, no. 4, pp. 671–687, 2010.
- A. J. Elliot, H. A. McGregor, and S. Gable, “Achievement goals, study strategies, and exam performance: A mediational analysis,” Journal of Educational Psychology, vol. 91, no. 3, pp. 549–563, 1999.
- A. Stes, D. Gijbels, and P. Van Petegem, “Student-focused approaches to teaching in relation to context and teacher characteristics,” Higher Education, vol. 55, no. 3, pp. 255–267, 2008.
- M. Vansteenkiste, E. Sierens, B. Soenens, K. Luyckx, and W. Lens, “Motivational profiles from a self-determination perspective: the quality of motivation matters,” Journal of Educational Psychology, vol. 101, no. 3, pp. 671–688, 2009.
- K. Trigwell and M. Prosser, “Relating approaches to study and the quality of learning outcomes at the course level,” British Journal of Educational Psychology, vol. 61, no. 3, pp. 265–275, 1991.
- A. Zusho, P. R. Pintrich, and B. Coppola, “Skill and will: the role of motivation and cognition in the learning of college chemistry,” International Journal of Science Education, vol. 25, no. 9, pp. 1081–1094, 2003.
- J. D. Vermunt and Y. J. Vermetten, “Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations,” Educational Psychology Review, vol. 16, no. 4, pp. 359–384, 2004.
- E. Deci and R. Ryan, Handbook of Self-Determination Research, University of Rochester University Press, Rochester, NY, USA, 2002.
- E. Deci and R. Ryan, “The “what” and “why” of goal pursuits: human needs and the self-determination of behavior,” Psychological Inquiry, vol. 11, no. 4, pp. 227–268, 2000.
- J. D. Vermunt, “The regulation of constructive learning processes,” British Journal of Educational Psychology, vol. 68, no. 2, pp. 149–171, 1998.
- J. D. Vermunt, “Metacognitive, cognitive and affective aspects of learning styles and strategies: a phenomenographic analysis,” Higher Education, vol. 31, no. 1, pp. 25–50, 1996.
- J. Vermunt and A. Minnaert, “Dissonance in student learning patterns: when to revise theory?” Studies in Higher Education, vol. 28, no. 1, pp. 49–61, 2003.
- E. A. Boyle, T. Duffy, and K. Dunleavy, “Learning styles and academic outcome: the validity and utility of Vermunt's inventory of learning styles in a British higher education setting,” British Journal of Educational Psychology, vol. 73, no. 2, pp. 267–290, 2003.
- V. Donche and P. Van Petegem, “The relationship between entry characteristics, learning style and academic achievement of college freshmen,” in Higher Education: Teaching, Internationalisation and Student Issues, M. Poulson, Ed., pp. 277–288, Nova Science Publishers, New York, NY, USA, 2011.
- J. D. Vermunt, “Relations between student learning patterns and personal and contextual factors and academic performance,” Higher Education, vol. 49, no. 3, pp. 205–234, 2005.
- J. J. Beishuizen and E. T. Stoutjesdijk, “Study strategies in a computer assisted study environment,” Learning and Instruction, vol. 9, no. 3, pp. 281–301, 1999.
- V. V. Busato, F. J. Prins, J. J. Elshout, and C. Hamaker, “Learning styles: a cross-sectional and longitudinal study in higher education,” British Journal of Educational Psychology, vol. 68, no. 3, pp. 427–441, 1998.
- V. V. Busato, F. J. Prins, J. J. Elshout, and C. Hamaker, “Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education,” Personality and Individual Differences, vol. 29, no. 6, pp. 1057–1068, 2000.
- L. Coertjens, V. Donche, and P. Van Petegem, “The impact of learning patterns on drop-out among first-year professional bachelor students,” in Proceedings of the the Bi-Annual Conference of the European Association on Learning and Instruction, Amsterdam, The Netherlands, August 2011.
- R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivations: classic definitions and new directions,” Contemporary Educational Psychology, vol. 25, no. 1, pp. 54–67, 2000.
- C. P. Niemiec and R. M. Ryan, “Autonomy, competence, and relatedness in the classroom: applying self-determination theory to educational practice,” Theory and Research in Education, vol. 7, no. 2, pp. 133–144, 2009.
- M. Vansteenkiste, W. Lens, and E. L. Deci, “Intrinsic versus extrinsic goal contents in self-determination theory: another look at the quality of academic motivation,” Educational Psychologist, vol. 41, no. 1, pp. 19–31, 2006.
- R. Vallerand, L. Pelletier, M. Blais, N. Brière, C. Senécal, and E. Vallières, “The academic motivation scale: a measure of intrinsic, extrinsic and amotivation in education,” Educational and Psychological Measurement, vol. 52, no. 4, pp. 1003–1017, 1992.
- J. Reeve, R. Ryan, E. Deci, and H. Jang, “Understanding and promoting autonomous self-regulation: a self-determination theory perspective,” in Motivation and Self-Regulated Learning: Theory, Research, and Application, D. Schunk and B. Zimmerman, Eds., pp. 223–244, Lawrence Erlbaum Associates Publishers, Mahwah, NJ, USA, 2007.
- S. R. Baker, “Intrinsic, extrinsic, and amotivational orientations: their role in University Adjustment, stress, well-being, and subsequent academic performance,” Current Psychology, vol. 23, no. 3, pp. 189–202, 2004.
- F. Guay, C. F. Ratelle, A. Roy, and D. Litalien, “Academic self-concept, autonomous academic motivation, and academic achievement: mediating and additive effects,” Learning and Individual Differences, vol. 20, no. 6, pp. 644–653, 2010.
- M. S. Fortier, R. J. Vallerand, and F. Guay, “Academic motivation and school performance: toward a structural model,” Contemporary Educational Psychology, vol. 20, no. 3, pp. 257–274, 1995.
- R. Vallerand and R. Bissonnette, “Intrinsic, extrinsic, and amotivational styles as predictors of behavior: a prospective study,” Journal of Personality, vol. 60, no. 3, pp. 599–620, 1992.
- R. J. Vallerand, M. S. Fortier, and F. Guay, “Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout,” Journal of Personality and Social Psychology, vol. 72, no. 5, pp. 1161–1176, 1997.
- P. L. Hardre and J. Reeve, “A motivational model of rural students' intentions to persist in, versus drop out of, high school,” Journal of Educational Psychology, vol. 95, no. 2, pp. 347–356, 2003.
- G. Vanthournout, V. Donche, D. Gijbels, and P. Van Petegem, “Further understanding learning in higher education: a systematic review on longitudinal research using Vermunt's learning pattern model,” in Style Differences in Cognition, Learning and Management: Theory, Research and Practice, S. Rayner and E. Cools, Eds., pp. 78–98, Routledge Studies in Management, Organizations and Society, London, UK, 2011.
- J. T. E. Richardson and A. Woodley, “Another look at the role of age, gender and subject as predictors of academic attainment in higher education,” Studies in Higher Education, vol. 28, no. 4, pp. 475–493, 2003.
- J. S. Hyde and K. C. Kling, “Women, motivation, and achievement,” Psychology of Women Quarterly, vol. 25, no. 4, pp. 364–378, 2001.
- Flemish department of Education and Training, Education in Flanders: The Flemish educational landscape in a nutshell, http://www.ond.vlaanderen.be/publicaties/?nr=120, 2008.
- Flemish department of Education and Training, “Arbeidsmarktrapport onderwijs, april 2008,” Report on the Labor Market in the Sector of Education, Flemish Ministry of Education, Brussels, Belgium, 2008.
- V. Donche, J. Vermunt, L. Coertjens, G. Vanthournout, and P. Van Petegem, “Examining the construct validity of the inventory of learning styles-short version (ILS-SV),” Learning and Individual Differences. In press.
- R. M. Ryan and J. P. Connell, “Perceived locus of causality and internalization: examining reasons for acting in two domains,” Journal of Personality and Social Psychology, vol. 57, no. 5, pp. 749–761, 1989.
- V. Donche, P. Van Petegem, H. Van de Mosselaer, and J. Vermunt, LEMO: Een Instrument Voor Feedback over Leren en Motivatie [LEMO: An Instrument Providing Feedback on Learning and Motivation], Plantyn, Mechelen, Belgium, 2010.
- M. Baeten, E. Kyndt, K. Struyven, and F. Dochy, “Using student-centred learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness,” Educational Research Review, vol. 5, no. 3, pp. 243–260, 2010.
- J. Biggs, Teaching for Quality Learning at University, SRHE & Open University Press, Buckingham, UK, 2nd edition, 2003.
- J. D. Vermunt and N. Verloop, “Congruence and friction between learning and teaching,” Learning and Instruction, vol. 9, no. 3, pp. 257–280, 1999.
- M. Baeten, F. Dochy, and K. Struyven, “The effects of different learning environments on students’ motivation for learning and their achievement,” British Journal of Educational Psychology. In press.