Abstract
Three topics have been mutually integrated to produce the outline of a theory on student learning in higher education. (1) Experiences of first year students, as reported in Likert-type questionnaires on study behaviour and strategies, perceptions of examination requirements, evaluation of lecturing behaviours were summarized factor analytically within a framework of nine dimensions which seems to correspond to eight essential concepts identified in Heider’s «naive analysis of action». (2) Differences between first and fifth year students in the expectations they had with respect to the behaviours of their lecturers during the academic year, their examiners, and their dissertation supervisors suggest a quite systematic development during their time at university. (3) Concepts of Pask and Ausubel are integrated within a systematic description of the operations involved in the process of studying which lead to studying being defined as the goal-directed development of intelligence. This as yet rudimentary theory was found to provide an adequate explanation of the observations made in this study.
Résumé
Trois thèmes ont été intégrés pour conduire à l’ébauche d’une théorie des processus d’apprentissage dans l’enseignement supérieur. (1.) Les expériences des étudiants de première année (inventoriées à l’aide de questionnaires du style Likert sur les comportements et les stratégies d’étude), leur perception des exigences des examens, et leur évaluation des comportements professoraux ont été classés, après analyse factorielle, dans un cadre dimensionnel renvoyant aux huit notions essentielles de l’«analyse naive de l’action» d’Heider. (2.) Les différences entre les étudiants de première et cinquième années concernant les comportements de leurs professeurs pendant l’année, de leurs examinateurs et de leurs directeurs de thèse, suggèrent une évolution assez systématique durant leurs études. (3.) L’intégration des concepts de Pask et Ausubel dans une description systématique des opérations impliquées dans le travail de létudiant a conduit à une conception de l’activité d’étude en termes de développement intentionnel de l’intelligence. Cette théorie, encore rudimentaire, a permis de fournir une interprétation adéquate aux observations faites dans l’ensemble de cette étude.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Apenburg, E. (1980).Untersuchungen zur Studienzufriedenheit in der heutigen Massen-universität. Frankfurt am Main: P. D. Lang.
Ausubel, D. P. (1963).The psychology of meaningful verbal learning: An introduction to school learning. New York: Grune and Stratton.
Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes.Higher Education, 8, 381–394.
Biggs, J. B. (1985). The role of metalearning in study processes.British Journal of Educational Psychology, 55, 185–212.
Das, J. P., Kirby, J. R. & Jarman, R. F. (1975). Simultaneous and successive synthesis: an alternative model for cognitive abilities.Psychological Bulletin, 82, 87–103.
De Neve, H. M. F. & Janssen, P. J. (1982). Validity of student evaluation of instruction.Higher Education, 11, 543–552.
Entwistle, N. J. (1988). Motivational factors in students’ approaches to learning. In R. R. Schmeck (Ed.),Learning strategies and learning styles. New York: Plenum Press.
Feldman, K. A. (1976). The superior college teacher from the student’s view.Research in Higher Education, 5, 243–288.
Heider, F. (1958).The psychology of interpersonal relations. New York: Wiley.
Janssen, P. J. (1968).Exploratie en identificatie van correlaten met het studieresultaat. Unpublished PhD thesis, Faculteit der Psychologie en Pedagogische Wetenschappen, K. U. Leuven.
Janssen, P. J. (1981). Dimensies in de studiebeleving. In E. De Corte (Ed.),Onderzoek van onderwijsleerprocessen; stromingen en aktuele onderzoekthema’s; bijdragen tot de Onderwijsresearchdagen 1981. Harlingen: Flevodruk/Stichting voor Onderzoek van het Onderwijs.
Janssen, P. J. & De Neve, H. (1988).Studeren en doceren aan het Hoger Onderwijs; vakmanschap als leeropdracht. Leuven: Acco.
Lacante, M. F. E. (1983). Van intelligentie, persoonlijkheid, studiestrategie en studeergedrag naar studieresultaat.Pedagogische Studiën, 60, 289–299.
Marton, F. & Säljö, R. (1976). On qualitative differences in learning. I. Outcome and process. 2. Outcome as a function of learners conception of the task.British Journal of Educational Psychology, 46, 4–11 & 115–127.
McKeachie, W. J. (1978).Teaching tips. A guidebook for the beginning teacher. Lexington: Heath.
Nuttin, J. R. (1953).Tâche, réussite et éches: Théorie de la conduite humaine. Leuven: Publications universitaires de Louvain.
Nuttin, J. R. (1984).Motivation, planning and action: a relational theory of behavior dynamics. Hillsdale/Leuven: Erlbaum/University Press Leuven.
Osgood, C. E., Suci, G. J. & Tannenbaum, P. H. (1957).The measurement of meaning. Urbana: University of Illinois Press.
Pask, G. (1976). Conversational techniques in the study and practice of education.British Journal of Educational Psychology, 46, 128–148.
Peeters, G. (1967) Forming interdependent impressions of personality; on person perception as a function of relational structures.Psychologica Belgica, 7, 129–139.
Perry, W. G. (1970).Forms of intellectual and ethical development in the college years: a scheme. New York: Holt, Rinehart & Winston.
Ramsden, P. & Entwistle, N. J. (1981). Effects of academic departments on student’s approaches to studying.British Journal of Educational Psychology, 51, 368–383.
Raynor, J. O. (1981). Future orientation and achievement motivation: toward a theory of personality functioning and change. In G. d’Ydewalle & W. Lens,Cognition in human motivation and learning. Festschrift for J.(R.) Nuttin. Leuven/Hillsdale: Leuven University Press/Lawrence Erlbaum Associates.
Schmeck, R. R. (1983) Learning styles of college students. In R. F. Dillon & R. R. Schmeck (Eds.),Individual differences in cognition. New York: Academic Press.
Schmeck, R. R. (Ed.) (1988).Learning strategies and learning styles. New York & London: Plenum Press.
Stinissen, J. (red.) (1987).De overgang van secundair naar hoger onderwijs. Een follow-up van 6000 abituriënten. Rapport 1: Uigangspunten en dataverzameling. Rapport 2: De eindsituatie van het secundair onderwijs. Rapport 3: Doorstromen en slagen. Leuven: Acco.
Svensson, L. (1977). On qualitative differences in learning.British Journal of Educational Psychology, 47, 223–244.
Author information
Authors and Affiliations
Additional information
This version of the article profits greatly from the assistance and valuable comments of Professor N. J. Entwistle.
Rights and permissions
About this article
Cite this article
Janssen, P.J. Task, development, and process in student learning: Towards an integrated theory of studying. Eur J Psychol Educ 4, 469 (1989). https://doi.org/10.1007/BF03172711
Revised:
DOI: https://doi.org/10.1007/BF03172711