Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.2/2728
Título: The relationship between students’ approach to learning and lifelong learning
Autor: Barros, Rita
Monteiro, Angélica
Nejmedinne, Fouad
Moreira, J. António
Palavras-chave: Higher education
Learning styles
Lifelong learning
Data: Nov-2013
Editora: Scientific Research
Citação: Moreira, J. António [et al.] - The relationship between students’ approach to learning and lifelong Learning [Em linha]. "Psychology". ISSN 2152-7180 (Print) 2152-7199 (Online). Vol. 14, Nº 11 (2013), p. 792-797
Resumo: The current investigation proposes to analyse the relationship between learning, from the appropriation students’ make of the different ways of learning and studying, and their willingness to be involved in life- long learning (LL) activities. The theoretical rationale is inscribed in the Biggs’ Theory (1987), concern- ing the student’s approach to learning, and under the guiding principle of LL. The concept of LL has been understood and formalised in a distinct way, translated into different educational policies, the practices of which must be empirically supported. We present a correlational study, with a sample of 163 Higher Education students. The approaches to learning were supported by the revised two-factor study process questionnaire (R-SPQ-2F). To evaluate the involvement of students in LL activities, the contents of some items of the Lifelong Learning Questionnaire (Kirby, Knapper, Lamon, & Egnatoff, 2010) were used. The results obtained in the correlational analysis allow us to associate the deep approach to some characteris- tics of learners throughout their life, especially concerning the establishing of goals and the self-direction of learning, whereas the superficial approach is mainly associated with the adaptation of learning strate- gies. The practical implications of these results are discussed below.
Peer review: yes
URI: http://hdl.handle.net/10400.2/2728
ISSN: 2152-7199
Versão do Editor: http://dx.doi.org/10.4236/psych.2013.411113
Aparece nas colecções:Ciências da Educação - Artigos em revistas internacionais / Papers in international journals

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