Higher Education

, Volume 42, Issue 4, pp 437–453

Stability of processing and regulation strategies: Two longitudinal studies on student learning

Authors

  • Sabine Severiens
    • Graduate School of Teaching and LearningUniversity of Amsterdam
  • Geert Ten Dam
    • Graduate School of Teaching and LearningUniversity of Amsterdam
  • Bernadette Van Hout Wolters
    • Graduate School of Teaching and LearningUniversity of Amsterdam
Article

DOI: 10.1023/A:1012227619770

Cite this article as:
Severiens, S., Ten Dam, G. & Van Hout Wolters, B. Higher Education (2001) 42: 437. doi:10.1023/A:1012227619770

Abstract

The way students approach their study tasks isoften assumed to be dependent on the learningcontext. This assumption has received littleresearch attention in terms of longitudinal, orwithin-subjects, designs. In the presentarticle, two longitudinal studies are described which investigate the extent to which learningstrategies change. The ‘strategy’ part of theInventory of Learning Styles of Vermunt and VanRijswijk (1988) was used to measure the waystudents learn. Repeated measures analyses showa number of statistically significanttrends. The article concludes by comparing thetwo studies, and by suggesting future researchdirections.

adult secondary educationlearning strategieslongitudinal researchtertiary engineering education

Copyright information

© Kluwer Academic Publishers 2001