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

Jan Kamphorst, Michel Berends, Paul Dulfer, Betsy Edens

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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
Event15th Biennial EARLI Conference for Research on Learning and Instruction 2013: Responsible Teaching and Sustainable Learning - TUM School of Education, Technische Universität München, Munich, Germany
Duration: 27 Aug 201331 Aug 2013
Conference number: 15th


Conference15th Biennial EARLI Conference for Research on Learning and Instruction 2013
Abbreviated titleEARLI 2013
Internet address


  • students
  • study strategies
  • higher education


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