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Approaches to Learning (AtL) is widely included in many state standards for preK, as a process-oriented disposition that describes how children learn. Play is one pedagogical strategy teachers can employ to support the development of AtL. This paper uses Vygotsky's depiction of two kinds of play, object play and socio-dramatic play, to provide the theoretical framework to articulate the links between play and learning. Exploration, i.e., object play supports children's curiosity and problem-solving. Sociodramatic play, dramatizing, helps children develop symbolic representation necessary for imagination and creativity. Both kinds of play require intentional teacher structuring and interaction. This paper concludes by presenting ways teachers can encourage object and socio-dramatic play in the classroom. [ABSTRACT FROM AUTHOR]

Drawing on the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), this paper used structural equation modeling to investigate the relations among emotional capital (behavioral engagement, school belonging, grit, peer social support, and life satisfaction), approaches to learning, and reading achievement of 942 fifth graders who speak a home language other than English. Results first endorse the five components as indicators of emotional capital. Additionally, participants' emotional capital is significantly associated with their fifth-grade approaches to learning, controlling for background variables, instructional variables, and previous approaches to learning. Furthermore, participants' emotional capital significantly, directly predicts their fifth-grade reading achievement, and indirectly predicts their reading achievement through their fifth-grade approaches to learning, controlling for background variables and previous reading achievement. Finally, gender and being identified as an English Language Learner at school are significant predictors of participants' emotional capital. [ABSTRACT FROM AUTHOR]

Approaches to Learning (AtL) is an umbrella construct describing children’s attitudes, habits, and learning styles as they engage in learning. First introduced by the National Education Goals Panel to indicate a child’s readiness to learn in school, AtL includes openness to new tasks, initiative, task persistence, and imagination. Over the years, this construct has been studied in various ways, leading to inconsistencies in terms, operationalizations, and measurements. This paper examined the issues surrounding the inconsistencies in previous research on AtL in studies focused on prekindergarten children. One consistency included the broad set of characteristics attributed to the construct of AtL, resulting in a jingle fallacy. Another inconsistency occurred when researchers used different terms to describe similar constructs, resulting in a jangle fallacy. In this case, adjustment, behavioral engagement, and classroom participation were reported as separate constructs in the literature yet were measured using AtL measurements. The paper concluded by offering ways to reduce the conceptual clutter surrounding AtL. [ABSTRACT FROM AUTHOR]

Introduction: This study examined relationships of students' access of e‐learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R‐SPQ‐2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. Methods: Two consecutive cohorts of 5th year dental students were asked to complete the R‐SPQ‐2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written‐paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. Results: Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P=.004) on written‐paper question result. While video and quiz access were moderately correlated (r=0.600; P<.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written‐paper question results (β=−0.349; P<.001). Conclusions: Only deep approach to learning appeared to be relevant for the written‐paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e‐learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students. [ABSTRACT FROM AUTHOR]

Developing deep approaches to learning can enhance students' engagement with academic material and result in improved analytical and conceptual thinking skills. A deep approach to learning occurs when students engage meaningfully with key concepts to gain meaningful knowledge and skills. Understanding how students learn can provide a firm basis for the most effective means of teaching and assessment. Consistent with calls for improvements to the pedagogy for higher research degrees, this study introduces changes to the learning environment for postgraduate research students in an interdisciplinary journal club and reports on the observed effects of the changes. We consider postgraduate students’ views and experiences of learning in an interdisciplinary journal club and the outcomes of the new taught component introduced. Pre-to-post intervention data were analysed to determine students’ self-assessed knowledge regarding study design and interpretation. In addition, the revised Study Process Questionnaire (R-SPQ-2F) was used to assess changes in students’ deep and surface approaches to learning across the course of the intervention. Qualitative descriptive text data were also analysed using observations from the journal club and appraisals of research papers. The findings point to greater awareness of knowledge gaps, actual research knowledge, an increase in deep approach and a decrease in surface approach to learning for some students. It is concluded that the journal club provides an authentic learning environment suitable for postgraduate students from different disciplines to collaborate, co-operate and generate new ideas. [ABSTRACT FROM AUTHOR]

Parents play a central role in supporting the early learning that positions young children for success when they enter formal schooling. For this reason, efforts to engage families in meaningful collaboration is a long-standing goal of high-quality early childhood education (ECE). Family–school engagement can take multiple forms; in this review, we focus on universal preschool-based outreach strategies that help parents support growth in child social-emotional and self-regulation competencies and prepare them for the transition into formal schooling. Recent research has expanded understanding of the neurodevelopmental processes that underlie child school readiness, and the impact of parenting (and the social ecology affecting parenting) on those processes. These new insights have fueled innovation in preschool-based efforts to partner with and support parents, expanding and shifting the focus of that programming. In addition, new approaches to intervention design and delivery are emerging to address the pervasive challenges of reaching and engaging families, especially those representing diverse racial, ethnic, cultural, and socioeconomic backgrounds. This paper reviews developmental research that underscores the importance of prioritizing child social-emotional learning (with attention to self-regulation and approaches to learning) in universal preschool-based parenting programs targeting young children. We highlight the intervention strategies used in programs with strong evidence of impact on child readiness and school adjustment based on randomized controlled trials (RCTs). New directions in intervention design and delivery strategies are highlighted, with the hope of extending intervention reach and improving family engagement and benefit. [ABSTRACT FROM AUTHOR]

This paper summarizes the discourse on student ratings of teaching in higher education. It reconceptualizes student ratings within a larger process of promoting quality in teaching and student learning. As students engage in productive dialogue with teachers and administrators, metrics drawn from decontextualized surveys are admittedly a vital resource. Our paper contends, however, that student ratings can only become a tool for enhancement when they feed reflective conversations about improving the learning process and when these conversations are informed by the scholarship of teaching and learning. We illustrate this view with a case study of an Engineering Faculty that uses three interconnected initiatives to support an evolving conversation on quality among teachers in partnership with students. The role of student engagement in enhancement efforts is discussed as well as potential challenges to implementation. Our purpose is to spark wider discussion of a systems perspective on student ratings that supports a coherent discourse towards positive change. [ABSTRACT FROM AUTHOR]

The focus of the present paper is on the contribution of the research in the student approaches to learning tradition. Several studies in this field have started from the assumption that students' approaches to learning develop towards more deep approaches to learning in higher education. This paper reports on a systematic review of longitudinal research on how students' approaches to learning develop during higher education. A total of 43 studies were included in the review. The results give an unclear picture of the development of approaches to learning and, thus, do not provide clear empirical evidence for the assumption that students develop towards more deep approaches during higher education. Neither methodological nor conceptual aspects of the studies investigated explained the ambiguity of the research results. Both theoretical and empirical implications for further research are discussed. [ABSTRACT FROM AUTHOR]

Embryology is an essential tool in clinical practice especially for managing various medical disorders. As a course in medical schools, it is neither easy nor straightforward to understand and teach in the 21st century curriculum, as such, it is easy to overlook. As a discipline, embryology has entered a phase of unparalleled transition in its understanding base. This translates to a phase of abundant modification in the medical curriculum. A main critical issue of learning embryology is how extensively newer molecular medical embryology can be paired with the traditional approach to developmental of anatomy. Another issue would be which venue to be considered most effective in embryology instruction. The medical curriculum in during 21st century have different objectives, as well as different educational approach. As a consequence, this paper outlines a variety of aspects in which embryology could be presented as well as how it may be incorporated within the medical curriculum. [ABSTRACT FROM AUTHOR]

The aim of this study is to explore Swedish preservice teachers' performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students' written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in 'alternative performance'. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course's theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students' essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students' critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 3P (presage, process, product) model was introduced as a conceptualisation to underpin research into students' approaches to learning (SAL). This paper proposes the refocusing of the 3P model by formulating the initial presage phase as a teaching and learning environment, thus making the 3P model more consistent with SAL research which examines the influence of perceptions of aspects of teaching, learning and assessment on approaches to learning. The method was to use structural equation modelling to test a hypothesised version of the refocused 3P model. Data from a questionnaire administered to students at a university in Hong Kong showed a good fit to the data. The model showed that a teaching and learning environment influenced approaches to learning then impacted on the attainment of graduate attributes. The model showed that a well-designed teaching and learning environment, including teacher-student and student-student interaction, plus a lively co-curriculum had a part to play in promoting deep approaches to learning. Deep approaches then had a positive effect on attribute development in students. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Keywords: Course experience, Learning environment, Approaches to learning, Accounting education, China, Australia. The main purpose of this paper is to investigate whether learning approaches are impacted by the learning environment across two countries and three accounting student cohorts. This paper utilises a logistic regression based on responses from 1,381 students across five higher education (HE) institutions from China and Australia. The findings provide original empirical evidence of the Chinese accounting students’ expectations of deep learning and show that student perceptions of good teaching is a key determinant to a deep approach to learning for all three student cohorts. In addition, clear goals and standards were significant for Chinese accounting students studying both in China and Australia, while appropriate workload was significant for deep learning for the Australian domestic student cohort. There are practical implications for instructors as the results show that instructors need to adjust their teaching accordingly along with adjusting expectations regarding student workload and assessments.

With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review analyzes 24 empirical articles published between 1 January 2022 and 5 September 2023 on students' perceptions and use of AI chatbots in higher education. The articles were reviewed using a five-stage scoping review methodology. The findings underscore a global research interest in how students engage with AI chatbots, which is especially pronounced in Asia. The studies span diverse disciplines, with a predominance in science, technology, engineering, and mathematics disciplines. The empirical findings reveal that students perceive AI chatbots as highly useful and motivating as personal task assistants and for getting immediate feedback and help with writing, coding, and academic tasks. However, students are concerned about the accuracy and reliability of the responses from the chatbots, as well as potential negative impacts on their learning processes, critical thinking, discipline, and creativity. The purpose-driven use of AI chatbots among students and their potentially positive influence on motivation and learning processes offer insights for educators and policymakers. Our research concludes that while positive attitudes, perceptions, and critical use prevail, addressing students' concerns is crucial for responsible AI integration in higher education. [ABSTRACT FROM AUTHOR]

There are various forms of learning, and different learners apply different learning processes to organize learning. Approaches to learning describe what learners do when they are learning and why they should do it. The basic distinction is between a Deep approach to learning (Holistic way) and a Surface approach to learning (Atomistic way). These concepts having been developed in the 1970s and 1980s are now well-established in the higher education literature. In the deep approach to learning (learning with understanding), learners aim towards understanding that allows them to use and reuse the information in a variety of situations. In a surface approach to learning (rote learning), learners primarily memorize material for the tests and exams so that they can pass assessment. There are some factors which influence student learning including perception of the learning situation, background, prior knowledge and experience, motivation, role of teachers and educational context. In this paper, the investigators have focused on the reasons as to why most of the learners apply the surface approach to learning rather than the deep approach. For this purpose, the undergraduate students of a university in Saudi Arabia were chosen as participants in carrying out the study. Some suggestions are there in this paper for both teachers and students focusing on the role of good teachers who understand teaching, what it takes to learn, how to encourage and support deep approaches to learning. [ABSTRACT FROM AUTHOR]

Today, most college students use the Internet when preparing for exams or homework. Yet, research has shown that undergraduates' information literacy skills are often insufficient. In this paper, we empirically test the relation between information-seeking strategies and grades in university. We synthesise arguments from the literature on information-seeking behaviour and approaches to learning in tertiary education. Building on the distinction between deep- and surface-level learning, we develop a classification of online search strategies and contrast it with traditional information behaviour. Multivariate analyses using a two-wave online survey among undergraduate students at a German university indicate that using advanced online information-seeking strategies is a significant and robust predictor of better grades. However, there are notable differences between subject groups: Traditional information behaviour is still crucial in the humanities. Advanced search strategies are beneficial in all settings, but only one in four students uses these early on, while this share increases to around 50% over the course of studies. [ABSTRACT FROM AUTHOR]

Background. Entwistle Students' Approaches to Learning framework and Kolb's Experiential Learning Model has been widely used in higher education. Different inventories have been developed in order to adapt to different contexts and / or to supersede reported weakness. Aims. This paper aims to explore the profiles and approaches showed by a sample of Spanish accounting students as well as the relationship of those profiles with the academic performance. Instrument and Sample. The instrument consists of both the short version of the Study Process Questionnaire (SPQ; Fox et al, 2001) and the Problem Solving Style Questionnaire (PSSQ, Romero et al, 1992). The sample is composed by the students enrolled in advanced financial accounting and financial statement analysis at the University of Sevilla. Results. Contrariwise to reported results in our area, but in different countries, Spanish accounting students mainly present diverger learning style, followed by assimilator style. A strong, negative correlation is found between the score on surface approach and the academic performance in the accounting courses. Although there is no difference in grades by style preference, there is a positive correlation in the score CE-AC, which suggest that students scoring high to abstract conceptualization pole tend to obtain higher grades. [ABSTRACT FROM AUTHOR]

Purpose -- The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach -- Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing). Findings -- The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches. Research limitations/implications -- Data are obtained from students studying at a specific university in two degrees. Practical implications -- The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students' motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations. Originality/value -- This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators. [ABSTRACT FROM AUTHOR]

This paper explores the value of a research-based student inventory from the quality assurance point of view in two culturally different European higher education institutions for veterinary education. Perceived heavy workload is a wellknown problem in veterinary studies and is a challenge to the quality of learning. First- and third-year students in both institutions responded to an inventory consisting of items regarding their approaches to learning, self-efficacy, study workload and the teaching-learning environment. There were differences in students' approaches to learning and perceived workload between the two institutions. In both contexts, the strongest predictor of the workload turned out to be the surface approach to learning. Self-efficacy showed a positive correlation with the deep approach to learning and organised studying. The strengths of the teaching-learning environment varied between the institutions. Moreover, the present study discusses how the gained information could be used in improving the teaching-learning environment and students' learning. [ABSTRACT FROM AUTHOR]

With schools closed due to the COVID-19, many children have been exposed to media devices for learning and entertainment, raising concerns over excessive screen time for young children. The current study examined how preschoolers' screen time was associated with their family characteristics and anxiety/withdrawal and approaches to learning during the COVID-19 pandemic. Participants were 764 caregivers of 3- to 6-year-old children (mean age = 59.07 months, SD = 12.28 months; 403 boys and 361 girls) from nine preschools in Wuhan, China, where the pandemic started. The effects of family characteristics on children's screen time during the pandemic outbreak and the associations between screen time and children's anxiety/withdrawal and approaches to learning were examined using path analysis. The results showed that children who spent more time on interactive screen use (e.g., playing with tablets) showed higher levels of anxiety/withdrawal and fewer positive learning behaviors. Unexpectedly, children who spent more time on noninteractive screen use (e.g., watching TV) showed lower levels of anxiety/withdrawal. Additionally, children's screen time was related to family characteristics: children living in more chaotic families with fewer screen time restrictions spent more time on screen use after the pandemic outbreak. The findings suggest that young children's frequent use of interactive screens, such as tablets and smartphones, might be harmful to their learning and wellbeing during the pandemic. To mitigate the potential negative effects, it is essential to manage the screen time of preschoolers by establishing rules for their interactive screen use and improving the household routines related to the overall screen use. [ABSTRACT FROM AUTHOR]

This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, subject area affinity, was developed. The scale explores the extent to which students identify with their area of study and imagine being part of it in future. The new scale showed strong psychometric properties when it was tested on a sample of 4377 students at a research-intensive university. The new scale correlated positively with both the deep approach and self-efficacy scales. The new scale also correlated negatively with the surface approach scale. K-means cluster analysis identified seven distinct groups of students who espoused interpretable combinations of approaches, self-efficacy and subject area affinity. Cluster membership was associated with differences in academic achievement. Implications are discussed. [ABSTRACT FROM AUTHOR]

This paper examines students' intention to engage in deep learning with the aim to understand them better. Majority of students practice surface learning approach, defined as having the intention to only meeting the minimum requirements by memorizing important information. Based on the Theory of Planned Behavior, we relate the components of this theory with our main quest of students' intention to engage in deep learning, where the attainable predictors are students' attitude, subjective norm, and perceived behavioral control. Our online survey, which was conducted and analyzed both statistically and descriptively, revealed that our students are deep learners. Our model was also found significant, with all three predictors were positive and significantly contributing to students' intention to engage in deep learning. Nonetheless, detailed analysis suggests that none of the predictors appeared to have a stronger effect over the others. The findings from this study confirm the applicability of the Theory of Planned Behavior in explaining students' intention to engage in deep learning. The findings also provide educators with the required knowledge to better design their curriculum with deep learning approaches. [ABSTRACT FROM AUTHOR]

Institutions of higher education generally employ both lecture-based and project-based approaches to instruction. This study aims to investigate which aspects of lectures and project-based instructional environments contribute to "deep" and "surface" approaches to student learning. We collected and compared survey data from undergraduate students taking a civil engineering course in which they were assigned to a section taught with lecture-based instruction (n = 181) or with project-based instruction (n = 142). Data analysis was performed after controlling for the effects of the motivational goal orientations of students. A positive correlation can be found between deep learning and higher levels of investigative culture and student involvement in the projectbased classroom. Additionally, we found that higher levels of task orientation in the project-based classroom had an inverse correlation with a "surface approach". We discussed the value of an investigative and participatory learning atmosphere for student approach to learning and its curricular implications for the design of project-based and lecture-based instruction. [ABSTRACT FROM AUTHOR]

Researchers have increasingly considered approaches to learning (ATL) a key indicator of school readiness. Our study purposed to examine the impacts of parental warmth on children's approaches to learning, and the mediating role of self-efficacy, as well as the moderating role of teacher-child closeness in this relationship. Using a whole-group sampling method, 414 Chinese children aged 5-6 years participated this research together with their parents and teachers. Parents of those children were asked to fill out in person questionnaires on parental warmth, children's approaches to learning, and self-efficacy. Children's teachers completed the questionnaire regarding teacher-child closeness. Results indicated that children with high parental warmth were more likely to get high approaches to learning and their self-efficacy played a partial mediating role in this link. In addition, teacher-child closeness moderated the correlation between parental warmth and children's self-efficacy. Specifically, the association between parental warmth and children's self-efficacy was stronger for children with high teacher-child closeness than those with low teacher-child closeness. The results extend our understanding of how parental warmth affects children's approaches to learning, revealing that strategies that could enhance self-efficacy would be effective in improving children's approaches to learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista CES Psicologia is the property of Universidad CES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educade: Spanish Journal of Accounting, Finance & Management Education / Revista de Educación en Contabilidad, Finanzas y Administración de Empresas is the property of Asociacion Espanola de Contabilidad y Administracion de Empresas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper provides details of a study in which multimedia Learning Objects (LOs) have been designed and built for the field of Graphic Expression and then have been used by 54 students into the subject Graphic Expression Applied to Building Design of Building Engineering Program as a teaching aid for the purpose of analysing the affect of motivation on students' approaches to learning following LO use . They were used the instrument "Motivated Strategiesfor Learning Questionnaire (MSLQ)" for measuring motivation and the "Revised Two- Factor Study Process Questionnaire ( R-SPQ-2F)"was used to measure the approaches to learning, Findings show that following the use of LOs in Graphic expression motivation is linked to approaches to learning, independently of their intensity, producing a significant difference between the variables for Approaches to Learning and the variables for Motivation that correspond to Intrinsic Goal Orientation, Task Value, and Control of Learning Beliefs. [ABSTRACT FROM AUTHOR]

Working memory is an important component of executive functioning, an area of difficulty for many autistic children. However, executive functioning and working memory are highly malleable throughout childhood, and various student-level and environmental factors play important roles in their development. This study used the Early Childhood Longitudinal Studies–Kindergarten Class of 2011. Conditional latent growth models were constructed to identify possible predictors for autistic children's working memory performance upon entering kindergarten and their relative growth throughout their elementary school years. Study results indicate that socioeconomic status and students' approaches to learning were positively associated with autistic children's working memory performance upon school entry. Students' approaches to learning positively predicted their rate of growth during the first 3 years and negatively predicted their rate of growth during the last 3 years of elementary school. Student–teacher relationship was positively associated with the rate of growth during the last 3 years of their elementary school years. Furthermore, autistic students who started at a lower standing in working memory upon school entry were more likely to receive special education services during their elementary school years. Practical and policy implications as well as future directions are discussed. Working memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems at the same time. Autistic children often have difficulty with working memory. Because working memory development can be easily influenced by many factors from a young age, it is important to find factors that help with autistic children's development. This study tested the factors that are related to autistic children's working memory when they start kindergarten and the factors that can help with rapid improvement throughout their elementary school. We used a nationally representative data set that followed the same group of children from kindergarten to fifth grade. We found that autistic students from backgrounds with more resources and students with advanced learning approaches such as being organized, being excited to learn, and paying careful attention to their work, started school with strong working memory. Autistic students with advanced learning approaches continued to make rapid improvements during the first 3 years, and then their growth slowed down during the last 3 years. Autistic students who had a good relationship with their teachers made rapid improvements during the last 3 years of their elementary school. In addition, autistic children who struggled with working memory upon school entry were more likely to receive special education services at school. These findings suggest that we need effective ways to teach young autistic children important learning-related behaviors from a very young age through the school system, and teachers must prioritize building positive relationships with their students. [ABSTRACT FROM AUTHOR]

The paper reports on an empirical survey aiming to find out what study resources university students use and whether the frequency of the use of specific resources is related to deep and surface approaches to learning. An exploratory survey was carried out using two instruments - the ASSIST questionnaire adapted for Czech students and a newly designed questionnaire The Use of Study Resources. The sample consisted of 2,671 students from six faculties. Results showed that the most frequently used resources were students' own notes from lectures and seminars, presentations created by teachers and course readers. Statistical analysis proved that there is a relation between the frequency of the use of study resources and the student's approach to learning. [ABSTRACT FROM AUTHOR]

Language teaching is a very challenging job for language teachers despite their lots of efforts applied in the classrooms to facilitate and ease language learners in the learning process. Before stepping into the classroom, teachers prepare teaching materials, aids, tools, lesson plans, course plan and so on, and set teaching goals, but these teaching objectives and outcomes are rarely fulfilled. This issue has been addressed in this article that is loosely based on Dick Allwright's (1984) Interaction Hypothesis - 'Why don't learners learn what teachers teach?' from the proceedings of a seminar on Language Learning in formal and informal contexts held in Dublin. In this theoretical paper, the researchers have addressed some basic reasons of students' inability to learn what teachers teach, and teachers' failure to achieve their goals in language classrooms especially although they try their best. The investigators have discussed both the linguistic and non-linguistic factors related to learning and teaching such as internal and external factors, students' approach, attitude and motivation toward the target language, and some teaching factors; teaching experience, comprehensible input (Krashen, 1985), teachers' competence and ability to raise awareness, responsibility, motivation and self-regulation among students in achieving the learning outcomes. Furthermore, some very useful tips have been suggested and recommended to be implemented particularly in language classrooms, and in other classes generally such as working on Bloom's Taxonomy (1956) and providing the leaners comprehensible input to get i+1 (Krashen, 1985) for increasing their level of understanding. [ABSTRACT FROM AUTHOR]

Introduction: An effective assessment of preschoolers' approaches to learning (ATL) requires multiple-reporter co-evaluation, such as teachers and parents. Based on extant research on children's ATL combined with Chinese cultural background and educational policies, this study aims to develop an ATL scale suitable for Chinese teachers and parents to co-evaluate preschoolers' ATL. Methods: Exploratory and confirmatory factor analysis (CFA) of the data collected from teachers (n=833) and parents (n=856) demonstrates the four-factor structure of the ATL: creativity, learning strategy, competence motivation, and attention/persistence, wherein creativity is a new dimension uncovered in the Chinese context. Results: Psychometric analysis demonstrates that the scale has good reliability and validity. Multi-group CFA further shows that the measurement model is robust and independent from reporter identity. Discussion: The current study contributes a novel and easy-to-use measurement instrument with 20 items for educational practitioners and for scholars who are interested in cross-cultural comparison or longitudinal development of Chinese children's ATL. [ABSTRACT FROM AUTHOR]

Approaches to learning have been identified as crucial factors that influence students' mathematics performance. However, there have been mixed findings on which of the different approaches improve performance in undergraduate mathematics. Thus, this study aimed to unravel the specific effects of prior mathematics knowledge and approaches to learning on performance in mathematics among first-year engineering students. The design is cross-sectional, and the data are analysed with some structural equation modelling techniques. The findings show a positive effect of prior mathematics knowledge on performance. The effect of surface approaches to learning on performance is significant, negative, and surface approaches to learning mediate the effect of prior mathematics knowledge on performance. There are no substantial relations between prior mathematics knowledge, deep approaches to learning, and performance. Students who adopt surface approaches performed poorly but we found no evidence to claim that students who adopt deep approaches perform better in the course. By implication, our findings underscore the importance of discouraging engineering students from capitalizing on surface approaches to learning mathematics. [ABSTRACT FROM AUTHOR]

With the increasing attention to the role of parents in children's learning, what issues parents consider and how they behave when learning with their children when confronted with the emerging augmented reality (AR) technology may be worth exploring. This study was therefore conducted to qualitatively understand parents' conceptions of AR learning and approaches to learning by AR with their children. A total of 90 pairs of parents and children were invited to participate in an AR book reading activity held in 2015; all of the parents were then interviewed to acquire the research data. Through the phenomenographic method, this study generated several categories of the parents' conceptions of and approaches to AR learning. Further analysis identified the relationships between parents' conceptions and approaches. For example, the parents holding cohesive conceptions (e.g., learning by AR as attaining in-depth understanding) tended to use deep approaches (e.g., offering guidance to connect life experiences with the book content for thorough reading). Based on the findings, a framework of interactive AR book systems for child--parent shared reading is proposed. This study was expected to initiate research in the area of learning by AR in informal learning environments. [ABSTRACT FROM AUTHOR]

Approaches to Learning (ATL) is essential for children's learning and development. Prior research examined the role of school-related factors, but little research focused on the impacts of family-related factors on the ATL of children. This study examines how family socioeconomic status (SES) of preschool children affects their ATL. Data was collected from the parents and teachers of 988 preschool children in China. The results uncover that the positive effect of family SES on the ATL of preschoolers is mediated by positive involvement and negative discipline. Interestingly, preschool children's gender moderates the mediating effects of positive involvement and negative discipline: for girls, the mediating roles of positive involvement and negative discipline are both supported. However, for boys, only positive involvement mediates the effect of family SES on ATL. By bridging family investment theory with parenting theory, this study opens the black-box covering the relationship between family SES and preschoolers' ATL. By elucidating the gender-specific mediation process, this study contributes to the literature from a Chinese parenting culture perspective. In practice, these findings suggest that educational government can boost children's ATL by organizing parenting training instructed by education experts to improve parents' parenting skills. [ABSTRACT FROM AUTHOR]

Performance-based tools to assess school readiness domains such as Approaches to Learning are lacking in Low and Middle-Income Countries such as Kenya. This study aims to develop the Kenyan version of the FOCUS app (Finding Out Children's Unique Strengths), a game-like computer tablet assessment of two Approaches to Learning domains: mastery motivation and executive functions. We used a design-based research approach to develop and validate the FOCUS app, initially designed for the US and Hungarian Cultures, to suit the Kenyan context. We later followed children longitudinally from preschool to grade 1, to assess the applicability of the FOCUS app to the two grade levels. Results showed that the FOCUS app is valid and reliable. There was no significant difference in mastery motivation between the two waves. The FOCUS App can complement other school readiness tools to assess Approaches to Learning as one of the strategies to enhance school and life success. [ABSTRACT FROM AUTHOR]

For decades, biology education researchers have made efforts towards engaging undergraduate students in the process of science and assisting students in their development of deep approaches to learning in the field. Research indicates that students who adopt deep approaches or study strategies make meaningful connections with course material and as a result have higher academic achievement. Studies have identified several factors that influence student's adoption of an approach to learning. Given the context-dependent nature of approaches to learning, there is a growing need to understand how students approach learning in a discipline-specific contexts. This systematic review resulted in the analysis of 34 empirical articles that examined how researchers have measured approaches to learning in the context of undergraduate biology, and how the findings of these reports shape our understanding of how students study biology. Implications of this work support a broader consideration for how socio-cultural factors influence student approaches to learning biology, a need for an increased use of mixed-methodological approaches to research, and a clearer alignment between course assessment and desired student approaches to learning biology. [ABSTRACT FROM AUTHOR]

Based on data from the China Family Panel Studies in 2012, 2014, 2016, 2018, and 2020, this study used propensity-score matching to investigate whether preschool out-of-kindergarten tutoring impacts children's approaches to learning. We discovered the following: (1) approximately one sixth of the preschool children in the sample participated in out-of-kindergarten tutoring, and the participation rate increased year on year; (2) preschool children with a higher family socioeconomic status and a higher level of urbanization in their local area participated more in out-of-kindergarten tutoring; and (3) the effect of preschool out-of-kindergarten tutoring on improving children's approaches to learning was very limited. In particular, participation in subject-based tutoring to prepare for elementary school failed to improve children's approaches to learning. Based on the above findings, we recommend that parents make rational choices concerning preschool out-of-kindergarten tutoring, based on a comprehensive understanding of their children. In addition, the government should increase the systematic supervision and strict regulation of institutions that provide preschool out-of-kindergarten tutoring, while actively constructing a collaborative parenting system involving home, school, and community to promote children's healthy comprehensive development. [ABSTRACT FROM AUTHOR]

Writing is challenging for international students, who often possess inadequate writing skills and are required to adapt to the new learning environment. Students' approaches to learning have been shown to relate to some constructs of writing conceptions. Nevertheless, little research exists on the relationship between such conceptions and approaches to learning. This study explores writing conceptions, approaches to learning, and their interrelationship among international students. The data were collected from 162 international students at a research-intensive Finnish university using the HowULearn Questionnaire and the Writing Process Questionnaire. Data analysis included bivariate correlations, confirmatory factor analysis, t-test, latent profile analysis, and ANOVA tests. The results demonstrated how approaches to learning correlated with the writing conceptions of the participants. Three profiles were identified: deep and organised students (72.8%), deep and unorganised students (14.2%), and unreflective and unorganised students (13.0%). These profiles were statistically different in all writing conceptions, including blocks, procrastination, perfectionism, innate ability, knowledge transforming and productivity. Overall, students' ability to reflect on their learning and organise their studying played an important role in their writing conceptions. Based on the findings, the study provides strategies for developing writing for international students and suggestions for enhancing teaching in host universities. [ABSTRACT FROM AUTHOR]

Contribution: In the research presented in this article, a procedure for determining student workload has been designed, tested, and validated. This procedure also makes it possible to analyze how different teaching variables are affected by workload and to visualize the learning environment generated in the course. Background: When the project-based learning (PBL) methodology is used in a course, if the students’ workload is not properly planned and controlled, important variables in the educational environment, such as the teaching organization and the students’ approach to learning, can be affected. The PBL methodology may even become unfeasible as it affects the other courses with which it shares year and semester. This justifies the need to know the student workload of a subject. The previous research has presented procedures for establishing student workload. However, they use questionnaires with a high number of questions. A questionnaire with many questions affects the reliability of students’ answers. The questionnaire presented in this article reduces the number of questions without affecting the results obtained and it is easily applicable to other courses. Research Questions: The questions to be answered in this research are: 1) is the workload of the students, when using the PBL methodology in a course, in line with the one established in the syllabus? and 2) is the learning environment created in the course as expected? Methodology: The methodology used to obtain the necessary data is based on students completing weekly surveys, two critical incident questionnaires (CIQs), and a final survey. The aim was always to minimize the number of questions to be answered, ensuring that the data collected provided a true picture of the workload and the educational environment. Findings: The analysis of the data obtained by applying the procedure provides mechanisms to control the workload, ensure involvement and motivation, improve students’ academic results and show the learning environment created in the course. The implementation of this method, during three academic years, has allowed to test its effectiveness, validate some of the initial hypotheses, and confirm the conclusions of some previous studies. [ABSTRACT FROM AUTHOR]

Investigating how students approach learning is important for designing effective teaching programmes and to ensure better retention and application of information learned. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is a widely used instrument for assessing approaches to students' learning, but its ability to distinguish between dynamic and stable aspects of students' learning has not been examined using an appropriate methodology. Generalisability theory (G-theory) is a robust method to differentiate between stable and dynamic patterns and establishing reliability in psychometric measurement. G-theory was applied to longitudinal data of 123 medical students who completed the R-SPQ-2F at three time points with 6-month intervals. Temporal reliability of the full scale was higher (Gr = 0.76) compared to individual subscales, suggesting that there is an overarching trait of optimised learning that involves shifting between deep and surface approaches to achieve the best academic outcome. Accordingly, deep and surface motivation and surface strategy facets displayed characteristics of a reliable state measure and can be used to evaluate the degree of applying these dynamic aspects of learning. [ABSTRACT FROM AUTHOR]

Marton and Säljö (Br J Educ Psychol 46:4-11, ) described deep-level and surface-level processing in experiments in which students read and recalled academic texts. They did not discuss whether levels of processing had any counterparts in students' everyday studies. However, their article is often credited as the source of the distinction between deep and surface approaches to learning in students' academic studies. It is also sometimes credited as the source of the research method known as 'phenomenography.' These incorrect accounts are attributed to Marton and Säljö's subsequent writings, which promoted the use of 'approaches to learning' in order to characterize differences in the process of learning in both artificial experiments and academic studying and also promoted the use of 'phenomenography' to refer to any form of rigorous qualitative analysis involving the identification of categories of description and the relationships between them. Even so, there is an important conceptual, theoretical, and methodological distinction between students' levels of processing in specific tasks and their approaches to learning in their academic studies. Marton and Säljö's article served to illuminate the former but did not discuss the latter. The only correct source of the notion of approaches to learning in students' academic studies in higher education is a different paper by Marton (in: Strategies for research and development in higher education, ). Citing Marton and Säljö's article as the source is not only inaccurate but obscures important aspects of their methodology. [ABSTRACT FROM AUTHOR]