Abstract

The relations between more surface- or deep-level learning approaches and academic achievement were investigated. Gender, level of study, and type of schools were moderating variables. 170 upper-secondary school students’ conceptions of learning and their chosen learning strategies were explored via two self-report questionnaires. Furthermore, their academic achievement in a range of subject areas was collected. A Confirmatory Factorial Analysis of the two questionnaires’ dimensions identified two factors showing learning approaches of different qualitative nature, more surface- or deep-level. Then, General Linear Models showed that the predictive impact of the tracked factors was differently related to students’ academic achievement. The factor “Deep metacognitive theory of learning” positively predicted academic achievement, whereas the factor “Surface metacognitive theory of learning” was a negative predictor.

摘要

研究了更多的表面或深层学习方法与学习成绩之间的关系。性别，学习水平和学校类型是中等变量。通过两个自我报告调查表，探究了170名高中生的学习观念及其选择的学习策略。此外，还收集了他们在一系列学科领域的学术成就。对两个调查问卷的维度进行的确认性因子分析确定了两个因素，这些因素表明学习方法具有不同的定性性质，更具有表层性或深度性。然后，通用线性模型表明，跟踪因素的预测影响与学生的学业成绩有不同的关系。“深入的元认知学习理论”因素对学习成绩有积极的预测，