Abstract
This chapter describes the theoretical background to, and the development and use of, an Approaches-to-Studying Inventory. This inventory covers the two main components consistently found to be predictive of academic success—organized study methods and active learning processes (Weinstein & Underwood, 1985)—but it also includes a series of motivational components. It is, of course, commonplace to attribute levels of attainment to the degree of effort exerted which, in turn, is explained in terms of the motivational characteristics of the learner. But the research based on the use of this inventory goes further. It indicates clearly that there are distinctive forms of motivation which affect the outcome of learning both quantitatively and qualitatively. The differing forms of motivation are associated with contrasting learning processes and, so, with qualitatively different outcomes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Atkinson, J. W., & Feather, N. T. (1966). A theory of achievement motivation. New York: Wiley.
Biggs, J. B. (1976). Dimensions of study behavior: Another look at a.t.i. British Journal of Educational Psychology, 46, 68–80.
Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381–394.
Biggs, J. B. (1985). The role of metalearning in study processes. British Journal of Educational Psychology, 185-212.
Birney, R. C., Burdick, H., & Teevan, R. C. (1969). Fear of failure. New York: Van Nostrand.
Brown, W. F. & Holtzman, W. H. (1966). Manual of the survey of study habits. New York: Psychological Corporation.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
Diaz, D. (1984). The identification of approaches to learning adopted by Venezuelan university students. Unpublished M.Sc. thesis, University of Wales Institute of Science and Technology, Cardiff.
Entwistle, N. J. (1987). A model of the teaching-learning process derived from research on student learning. In J.T.E. Richardson, M. Eysenck, and D. Pipes (Eds.), Student learning research in education and cognitive psychology. London: Open University Press.
Entwistle, N. J., Hanley, M., & Hounsell, D. J. (1979). Identifying distinctive approaches to studying. Higher Education, 8, 365–380.
Entwistle, N. J., Hanley, M., & Ratcliffe, G. (1979). Approaches to learning and levels of understanding. British Educational Research Journal, 5, 99–114.
Entwistle, N. J., & Kozeki, B. (1985). Relationships between school motivation, approaches to studying, and attainment among British and Hungarian adolescents. British Journal of Educational Psychology, 55, 124–137.
Entwistle, N. J., & Marton, F. (1984). Changing conceptions of learning and research. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of learning. Edinburgh: Scottish Academic Press.
Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Entwistle, N. J., & Waterston, S. (1985). Approaches to studying and levels of processing: A comparison of inventories derived from contrasting theoretical bases. Paper presented to the International Conference on Cognitive Processes in Student Learning, Lancaster University, England. Also, British J. of Educational Psychology (in press).
Entwistle, N. J., & Wilson, J. D. (1970). Personality, study methods and academic performance. Universities Quarterly, 24, 147–156.
Entwistle, N. J., & Wilson, J. D. (1977). Degrees of excellence: The academic achievement game. London: Hodder and Stoughton.
Entwistle, N.J., Odor, P., & Anderson, C. (1987). Anticipating the experience of higher education through computer simulation. Higher Education, 16, 337–355.
Entwistle, N. J., Thompson, J. B., & Wilson, J. D. (1974). Motivation and study habits. Higher Education, 3, 379–396.
Francis, H. (1982). Learning to read. London: Allen and Unwin.
Francis, H. (1984). Minds of their own. Inaugural lecture, University of London, Institute of Education.
Fransson, A. (1977). On qualitative differences in learning. IV—Effects of motivation and test anxiety on process and outcome. British Journal of Educational Psychology, 47, 244–257.
Gibbs, G. (1981). Teaching students to learn. Milton Keynes: Open University Press.
Gibbs, G., Morgan, A., & Taylor, E. (1984). The world of the learner. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of learning (pp. 165–188). Edinburgh: Scottish Academic Press.
Hodgson, V. (1984). Learning from lectures. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of learning (pp. 90–102). Edinburgh: Scottish Academic Press.
Laurillard, D. (1984). Learning from problem-solving. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of learning (pp. 124–144). Edinburgh: Scottish Academic Press.
Marton, F. (1975). What does it take to learn? In N. J. Entwistle (Ed.), Strategies for research and development in higher education, (pp. 32–43). Amsterdam: Swets and Zeitlinger.
Marton, F., Hounsell, D. J., & Entwistle, N. J. (1984). (Eds.). The experience of learning. Edinburgh: Scottish Academic Press.
Marton, F., & Säljö, R. (1984). Approaches to learning. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of learning (pp. 36–55). Edinburgh: Scottish Academic Press.
Miller, C. M., & Parlett, M. R. (1974). Up to the mark: A study of the examination game. London: SRHE.
Morgan, A., Biggs, G., & Taylor, E. (1980). Students’ approaches to studying the Social Science Foundation Courses: Preliminary studies (Student Methods Group Report No. 4). Milton Keynes: The Open University, Institute of Educational Technology.
Odor, J. P. Anderson, C., & Entwistle, N. J., (1985). The interactive simulation of student learning. Working Paper 1. The development of a systems representation of the simulation. University of Edinburgh, Department of Education.
Pask, G. (1976). Styles and strategies of learning. British Journal of Educational Psychology, 46, 128–148.
Pond, L. (1964). A study of high achieving and low achieving freshmen. Australian Journal of Higher Education, 2, 73–78.
Ramsden, P. (1984). The context of learning. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of learning (pp. 144–164). Edinburgh: Scottish Academic Press.
Säljö, R. (1982). Learning and understanding: A study of differences in constructing meaning from a text. Gothenburg: Acta Universitatis Gothoburgensis.
Schmeck, R. R. (1983). Learning styles of college students. In R. F. Dillon & R. R. Schmeck (Eds.), Individual differences in cognition, Volume 1. New York: Academic Press.
Selmes, I. P. (1985). Approaches to learning at secondary school: Their identification and facilitation. Unpublished PhD thesis, University of Edinburgh.
Svensson, L. (1976). Study skill and learning. Gothenburg: Acta Universitatis Gothoburgensis.
Svensson, L. (1984). Skill in learning. In Marton, F., Hounsell, D. J., and Entwistle, N. J. (Eds.) The experience of learning, (pp. 56–70). Edinburgh: Scottish Academic Press.
Taylor, E. (1983). Orientations to study: a longitudinal interview investigation of students on two human studies degree courses at Surrey University. Unpublished doctoral dissertation, University of Surrey, Guildford.
Van Rossum, E. J. (1984). Students’ conceptions of learning and good teaching. Mimeographed article, University of Tilburg, Department of Educational Psychology, The Netherlands.
Wankowski, J. A. (1973). Temperament, motivation and academic achievement (2 volumes). University of Birmingham Educational Survey.
Watkins, D. (1982). Identifying the study process dimensions of Australian university students. Australian Journal of Education, 1982, 26, 76–85.
Watkins, D. (1983). Assessing tertiary study processes. Human Learning, 2, 29–37.
Weinstein, C. E., & Underwood, V.L. (1985). Learning strategies: the ‘how’ of learning. In J. W. Segal, (Eds.). Thinking and learning skills (Volume 1). Hillsdale, NJ: Lawrence Erlbaum.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1988 Springer Science+Business Media New York
About this chapter
Cite this chapter
Entwistle, N. (1988). Motivational Factors in Students’ Approaches to Learning. In: Schmeck, R.R. (eds) Learning Strategies and Learning Styles. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-2118-5_2
Download citation
DOI: https://doi.org/10.1007/978-1-4899-2118-5_2
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4899-2120-8
Online ISBN: 978-1-4899-2118-5
eBook Packages: Springer Book Archive