University students’ beliefs about learning and knowledge and their approaches to learning
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The paper University Students’ Beliefs About Learning and Knowledge and Their
Approaches to Learning by Snežana Mirkov presents the results of research based
on SAL (Students’ Approaches to Learning) perspective and understanding of the
multidimensional nature of epistemological beliefs. Its starting point is a learning
model where the factors of personality and situational factors are connected in
such a way as to create three approaches to learning: surface approach, deep
approach, and achievement approach. It was presumed that different beliefs about
learning and knowledge lead to different ways of performing academic tasks in
higher education. The results regarding relations of some beliefs with particular
goals that students set and specific cognitive and metacognitive strategies they
adopt in learning were analysed in a broader context. Certain beliefs, through
the goals related to mastering, influence of deep processing, and accordingly,
academic achievement. The aut...hor concludes that changes in teaching style
directed to perfection of a learning process can influence the development of sophisticated beliefs if the students are assisted in becoming aware of their own
beliefs and reinterpreting them in the context of their own educational experiences.
Keywords:
approaches to learning / knowledge / students / higher educationSource:
Problems and perspectives of contemporary education, 2021, 295-316Publisher:
- Belgrade : Institute for Educational Research
Funding / projects:
Note:
- Collection name: LIBRARY "PEDAGOGICAL THEORY AND PRACTICE" 52
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IPITY - CHAP AU - Mirkov, Snežana PY - 2021 UR - http://ipir.ipisr.org.rs/handle/123456789/669 AB - The paper University Students’ Beliefs About Learning and Knowledge and Their Approaches to Learning by Snežana Mirkov presents the results of research based on SAL (Students’ Approaches to Learning) perspective and understanding of the multidimensional nature of epistemological beliefs. Its starting point is a learning model where the factors of personality and situational factors are connected in such a way as to create three approaches to learning: surface approach, deep approach, and achievement approach. It was presumed that different beliefs about learning and knowledge lead to different ways of performing academic tasks in higher education. The results regarding relations of some beliefs with particular goals that students set and specific cognitive and metacognitive strategies they adopt in learning were analysed in a broader context. Certain beliefs, through the goals related to mastering, influence of deep processing, and accordingly, academic achievement. The author concludes that changes in teaching style directed to perfection of a learning process can influence the development of sophisticated beliefs if the students are assisted in becoming aware of their own beliefs and reinterpreting them in the context of their own educational experiences. PB - Belgrade : Institute for Educational Research T2 - Problems and perspectives of contemporary education T1 - University students’ beliefs about learning and knowledge and their approaches to learning EP - 316 SP - 295 UR - https://hdl.handle.net/21.15107/rcub_ipir_669 ER -
@inbook{ author = "Mirkov, Snežana", year = "2021", abstract = "The paper University Students’ Beliefs About Learning and Knowledge and Their Approaches to Learning by Snežana Mirkov presents the results of research based on SAL (Students’ Approaches to Learning) perspective and understanding of the multidimensional nature of epistemological beliefs. Its starting point is a learning model where the factors of personality and situational factors are connected in such a way as to create three approaches to learning: surface approach, deep approach, and achievement approach. It was presumed that different beliefs about learning and knowledge lead to different ways of performing academic tasks in higher education. The results regarding relations of some beliefs with particular goals that students set and specific cognitive and metacognitive strategies they adopt in learning were analysed in a broader context. Certain beliefs, through the goals related to mastering, influence of deep processing, and accordingly, academic achievement. The author concludes that changes in teaching style directed to perfection of a learning process can influence the development of sophisticated beliefs if the students are assisted in becoming aware of their own beliefs and reinterpreting them in the context of their own educational experiences.", publisher = "Belgrade : Institute for Educational Research", journal = "Problems and perspectives of contemporary education", booktitle = "University students’ beliefs about learning and knowledge and their approaches to learning", pages = "316-295", url = "https://hdl.handle.net/21.15107/rcub_ipir_669" }
Mirkov, S.. (2021). University students’ beliefs about learning and knowledge and their approaches to learning. in Problems and perspectives of contemporary education Belgrade : Institute for Educational Research., 295-316. https://hdl.handle.net/21.15107/rcub_ipir_669
Mirkov S. University students’ beliefs about learning and knowledge and their approaches to learning. in Problems and perspectives of contemporary education. 2021;:295-316. https://hdl.handle.net/21.15107/rcub_ipir_669 .
Mirkov, Snežana, "University students’ beliefs about learning and knowledge and their approaches to learning" in Problems and perspectives of contemporary education (2021):295-316, https://hdl.handle.net/21.15107/rcub_ipir_669 .