Skip to main content
Log in

Dissonance in students’ regulation of learning processes

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

In this article, dissonance in students’ way of learning is explored from a regulation of learning perspective. First, consonant patterns of interrelations among learning elements are sketched. These patterns were identified in studies with university students by means of a diagnostic instrument, the Inventory of Learning Styles (ILS), that assesses four learning components: cognitive processing strategies, metacognitive regulation strategies, mental models of learning, and learning orientations. Consonant patterns of linkages among these components result in four qualitatively different ways of learning or learning styles: undirected, reproduction-directed, meaning-directed and application-directed learning. Next, several studies that used the ILS as a research instrument were examined for indications of dissonant patterns of interrelations among these learning components. The students in these studies ranged from early secondary school to adult university students. Five phenomena of dissonance could be identified: lack of differentiation within learning components, lack of integration between learning components, incompatibility of learning strategies, models and orientations, missing learning style elements, and a lack of distinct application-directed learning. These phenomena are described and documented. Finally, the results are discussed in relation to other recent studies on dissonant study orchestrations and in terms of their practical meaning. A developmental explanation for the occurrence of some manifestations of dissonance is offered.

Résumé

Dans cet article, la dissonance dans la façon d’apprendre chez des étudiants est abordée dans une perspective de régulation de l’apprentissage. Dans un premier temps des patterns concordants de relations entre différents aspects de l’apprentissage furent repérés. Ces patterns ont été identifiés auprès d’étudiants à l’aide de l’Inventory of learning styles (ILS), un instrument qui évalue 4 composantes de l’apprentissage: stratégies de traitement cognitif, stratégies de régulation métacognitive, modèles mentaux de l’apprentissage, et orientations de l’apprentissage. Les patterns d’association entre ces composantes permettent de distinguer quatre types de stratégies d’apprentissage qualitativement différents: Apprentissage sans orientation, orientá vers la reproduction, orienté vers la compréhension et orienté vers l’application. Après quoi, plusieurs études utilisant le ILS comme instrument d’investigation sont passées en revue, à la recherche de patterns dissonant de relations entre ces quatre composantes. Les étudiants ayant servi de sujets dans ces recherches vont du début de l’enseignement secondaire jusqu’à l’enseignement supérieur. Cinq phénomènes de discordance ont pu être identifiés: manque de différenciation entre composantes, manque d’intégration entre composantes, incompatibilité entre stratégies d’apprentissage, modèles et orientations, style d’apprentissage lacunaire, absence d’une composante apprentissage dirigé vers l’application. Ces phénomènes sont décrits et illustrés. Enfin, les résultats sont discutés en relation avec d’autres études récentes sur l’orchestration des dissonances d’étude et du point de vue de leur signification pratique. Les auteurs proposent une explication développementale à certaines manifestations de la dissonance.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ajisuksmo, C.R.P. (1996).Self-regulated learning in Indonesian higher education. Doctoral thesis, Tilburg University. Jakarta: Atma Jaya Research Centre.

    Google Scholar 

  • Beishuizen, J., Stoutjesdijk, E., & Van Putten, K. (1994). Studying textbooks: Effects of learning styles, study task, and instruction.Learning and Instruction, 4, 151–174.

    Article  Google Scholar 

  • Biggs, J. (1987).Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Boekaerts, M., Otten, R., & Simons, R. (1997). Leerstijl in de onderbouw van het voortgezet onderwijs. Een onderzoek naar de bruikbaarheid van de ILS [Learning style in the first years of secondary education: A study on the usability of the ILS].Tijdschrift voor Onderwijsresearch [Dutch Journal of Educational Research], 22, 15–36.

    Google Scholar 

  • Busato, V.V., Prins, F.J., Elshout, J.J., & Hamaker, C. (1998). Learning styles: A cross-sectional and longitudinal study in higher education.British Journal of Educational Psychology, 68, 427–441.

    Google Scholar 

  • Cliff, A. (this issue). Dissonance in first-year students’ reflections on their learning.European Journal of Psychology of Education, 15, 49–60.

  • Entwistle, N., Tait, H., & McCune, V. (this issue). Patterns of response to an approaches to studying inventory across contrasting groups and contexts.European Journal of Psychology of Education, 15, 33–48.

  • Flavell, J.H. (1987). Speculations about the nature and development of metacognition. In F.E. Weinert & R.H. Kluwe (Eds.),Metacognition, motivation and understanding (pp. 21–29). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Gibbs, G., Morgan, A., & Taylor, E. (1984). The world of the learner. In F. Marton, D. Hounsell, & N. Entwistle (Eds.),The experience of learning (pp. 165–188). Edinburgh: Scottish Academic Press.

    Google Scholar 

  • Klatter, E. (1995). Leerstijlen in de brugklas — Een onderzoek naar een vakspecifieke leerstijl [Learning styles in the first year of secondary education: A study on a subject specific learning style]. In H.C. Schouwenburg & J.T. Groenewoud (Eds.),Studievaardigheid en leerstijlen [Study skill and learning style] (pp. 169–191). Groningen: Wolters-Ncordhoff.

    Google Scholar 

  • Lindblom-Ylänne, S., & Lonka, K. (this issue). Dissonant study orchestrations of high-achieving university students.European Journal of Psychology of Education, 15, 19–32.

  • Lonka, K. (1997).Explorations of constructive processes in student learning. Doctoral thesis, Department of Psychology, University of Helsinki.

  • Meyer, J.H.F. (1991). Study orchestration: The manifestation, interpretation and consequences of contextualised approaches to studying.Higher Education, 22, 297–316.

    Article  Google Scholar 

  • Meyer, J.H.F. (this issue). The modelling of ‘dissonant’ study orchestration in higher education.European Journal of Psychology of Education, 15, 5–18.

  • Pintrich, P.R. (1994). Continuities and discontinuities: Future directions for research in educational psychology.Educational Psychologist, 29, 137–148.

    Article  Google Scholar 

  • Prosser, M., Trigwell, K., Hazel, E., & Waterhouse, F. (this issue). Students’ experiences of studying physics concepts: The effects of disintegrated perceptions and approaches.European Journal of Psychology of Education, 15, 61–74.

  • Schatteman, A., Carette, E., Couder, J., & Eisendrath, H. (1997). Understanding the effects of a process-oriented instruction in the first year of university by investigating learning style characteristics.Educational Psychology, 17, 111–125.

    Article  Google Scholar 

  • Schouwenburg, H.C. (1996). Een onderzoek naar leerstijlen [A study on learning styles].Tijdschrift voor Onderwijsresearch [Dutch Journal of Educational Research], 21, 151–161.

    Google Scholar 

  • Severiens, S.E., & Ten Dam, G.T.M. (1997). Gender and gender identity differences in learning styles.Educational Psychology, 17, 79–93.

    Article  Google Scholar 

  • Vermetten, Y.J., Vermunt, J.D., & Lodewijks, H.G. (1999). A longitudinal perspective on learning strategies in higher education — Different viewpoints towards development.British Journal of Educational Psychology, 69, 221–242.

    Article  Google Scholar 

  • Vermunt, J. (1992).Leerstijlen en sturen van leerprocessen in het hoger onderwijs — Naar procesgerichte instructie in zelfstandig denken. [Learning styles and regulation of learning in higher education — Toward process-oriented instruction in autonomous thinking]. Amsterdam/Lisse: Swets & Zeitlinger.

    Google Scholar 

  • Vermunt, J.D. (1995). Process-oriented instruction in learning and thinking strategies.European Journal of Psychology of Education, 10, 325–349.

    Article  Google Scholar 

  • Vermunt, J.D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis.Higher Education, 31, 25–50.

    Article  Google Scholar 

  • Vermunt, J.D. (1998). The regulation of constructive learning processes.British Journal of Educational Psychology, 68, 149–171.

    Google Scholar 

  • Vermunt, J.D., & Verloop, N. (1999). Congruence and friction between learning and teaching.Learning and Instruction, 9, 257–280.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Jan D. Vermunt.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Vermunt, J.D., Verloop, N. Dissonance in students’ regulation of learning processes. Eur J Psychol Educ 15, 75–89 (2000). https://doi.org/10.1007/BF03173168

Download citation

  • Received:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03173168

Key words

Navigation