Students’ time spent on learning, study strategies and learning outcomes

Jan Kamphorst, Michel Berends, Paul Dulfer, Betsy Edens

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Abstract

This study examines the relationships between students’ perceptions of heavy study load, time spent on learning, study strategies, and learning outcomes. Student’s study strategies were measured with a short version of Vermunt’s Inventory of Learning Styles. It was possible to replicate 5 processing and 5 regulation strategies. The higher order dimensions meaning directed learning style (relate and structure, concrete processing, critical processing) and reproduction directed learning style (memorize and repeat, analyze, self-regulation of contents, process and results, external regulation of the learning process) differed from Vermunt. The scales showed differences across groups, which is in line with previous research. Linear structural analysis showed that reproduction directed learning precedes meaning directed learning. Only meaning directed learning affected GPA, the influence of the two learning styles on ECs was not evidenced in this study. Contact hours influenced ECs, but this effect was tempered through its negative association with a heavy study load. The limitations, implications for practice, and directions for further research and development will be discussed in the round table.
Translated title of the contributionTijd besteed aan leren, studiestrategieën en leeruitkomsten
Original languageEnglish
Number of pages23
Publication statusPublished - 2013

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learning
student
European Community
time
regulation
structural analysis
self-regulation
research and development
learning process
contact
Group

Keywords

  • students
  • study strategies
  • higher education

Cite this

Kamphorst, Jan ; Berends, Michel ; Dulfer, Paul ; Edens, Betsy. / Students’ time spent on learning, study strategies and learning outcomes. 23 p.
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Students’ time spent on learning, study strategies and learning outcomes. / Kamphorst, Jan; Berends, Michel; Dulfer, Paul; Edens, Betsy.

2013.

Research output: Contribution to conferencePaperOther research output

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AU - Edens, Betsy

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N2 - This study examines the relationships between students’ perceptions of heavy study load, time spent on learning, study strategies, and learning outcomes. Student’s study strategies were measured with a short version of Vermunt’s Inventory of Learning Styles. It was possible to replicate 5 processing and 5 regulation strategies. The higher order dimensions meaning directed learning style (relate and structure, concrete processing, critical processing) and reproduction directed learning style (memorize and repeat, analyze, self-regulation of contents, process and results, external regulation of the learning process) differed from Vermunt. The scales showed differences across groups, which is in line with previous research. Linear structural analysis showed that reproduction directed learning precedes meaning directed learning. Only meaning directed learning affected GPA, the influence of the two learning styles on ECs was not evidenced in this study. Contact hours influenced ECs, but this effect was tempered through its negative association with a heavy study load. The limitations, implications for practice, and directions for further research and development will be discussed in the round table.

AB - This study examines the relationships between students’ perceptions of heavy study load, time spent on learning, study strategies, and learning outcomes. Student’s study strategies were measured with a short version of Vermunt’s Inventory of Learning Styles. It was possible to replicate 5 processing and 5 regulation strategies. The higher order dimensions meaning directed learning style (relate and structure, concrete processing, critical processing) and reproduction directed learning style (memorize and repeat, analyze, self-regulation of contents, process and results, external regulation of the learning process) differed from Vermunt. The scales showed differences across groups, which is in line with previous research. Linear structural analysis showed that reproduction directed learning precedes meaning directed learning. Only meaning directed learning affected GPA, the influence of the two learning styles on ECs was not evidenced in this study. Contact hours influenced ECs, but this effect was tempered through its negative association with a heavy study load. The limitations, implications for practice, and directions for further research and development will be discussed in the round table.

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