Abstract
A review of some contemporary studies based on an individual-difference model of student learning is presented. The exploratory ‘fitting’ of conceptual models of student learning to atypical individual-similarity data structures is discussed, and an experimental categorisation procedure for producing such structures is outlined. Insofar as the features of some established conceptual models of student learning do not ‘fit’ such atypical structures, either by virtue of their conceptual parsimony, or their underlying conceptual assumptions, the ‘fitting’ of a locus model to such structures is explored. It is argued that, within the ‘student experience of learning’ framework, conceptual models of student learning need to incorporate such additional dimensions of variation if such models are to be employed in individual-difference studies of student learning.
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Meyer, J.H.F. Some aspects of the individual-difference modelling of causal attribution. High Educ 31, 51–71 (1996). https://doi.org/10.1007/BF00129107
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DOI: https://doi.org/10.1007/BF00129107