A plethora of personality constructs have been proposed, and associated measures developed, to capture behavioral tendencies relevant to academic achievement. For example, individual differences in aspects of motivation, curiosity, studying behaviors and evaluations of the importance of school have been linked with achievement. However, there is little understanding of whether and how different achievement-relevant personality measures (APMs) relate to one another or to broader dimensions of personality. The current project examined the dimensionality of achievement-relevant personality constructs, their associations with the Big Five personality traits, and associations with academic performance. In Study 1, 214 college students were measured on 36 independent APMs along with a well-established, measure of the Big Five traits. Factor analytic results supported the convergent and discriminant validity of five latent dimensions: performance and mastery approaches to learning, self-doubt, effort, and hungry mind. Each factor and the individual scales that composed the factors possessed a distinctive pattern of associations with the Big Five. Conscientiousness, neuroticism, and openness to experience had the most consistent associations with APMs. Based on the results of the first study, we next constructed a more efficient scale of APMs – the Multidimensional Achievement-Relevant Personality Scale (MAPS). In Study 2, we replicated the factor structure of the MAPS and its associations with the Big Five in a sample of 359 individuals. Additionally, we validated the MAPS with four indicators of academic performance. Although the factors assessed by the MAPS overlap somewhat with general indicators of personality, there was some evidence of incremental prediction of achievement. / text

The objective with this research was to establish the correlation between problem solving and the teaching and learning of mathematics in grade 4. The results of the Third International Mathematics and Science Study (TIMSS) showed that South Africa is behind other countries in terms of the teaching and learning of mathematics, especially with regard to problem solving. Because problem solving is an integral part of the teaching and learning of mathematics, a literature study was conducted (1) to investigate the learning of school mathematics and (2) to describe the manner in which problem solving can take place in the classroom. The learning of school mathematics was studied by focusing on different approaches to the learning of mathematics. The constructionist approach to learning was identified as the appropriate approach towards learning, which correlates with outcomes-based education (OBE) and with the approach currently taught in South African schools. Factors which contribute towards the meaningful learning of school mathematics, namely mathematical knowledge and skills, meta-cognition, learning strategies and tasks and assignments in mathematics, have been discussed. The role of problem solving in the learning of mathematics was studied by means of a possible problem-solving model which may be developed together with the learners. The teaching of problem solving was investigated by referring to the planning of a problem-based lesson and attention was paid to the learning content of the lesson and the planning of the teaching-learning activities. Together with the learners a problem-solving model was developed for the teaching of problem solving. The implementation of the teaching of problem solving was described with reference to the use of big-group presentations as well as problem solving in small groups. Attention was also paid to problem solving, and the use of different assessment techniques was discussed. The empirical investigation was done by means of a case study, and the focus was firstly on the influence of problem solving on the learning of mathematics, and secondly on the manner in which problem solving may be taught. Information was collected during the qualitative investigation by using a questionnaire which was completed by the learners, as well as an interview and observation schedule. The class work, homework and group work books of the learners were studied and transcribed. Video recordings were made of the learners' participation in the big group, small groups and written work, and the transcribed information was used to make deductions about the teaching of problem solving to the learners. From the empirical investigation it became clear that there is a correlation between problem solving and the teaching and learning of mathematics. Problem solving may be taught to learners by means of a problem-solving model, although this does not necessarily result in successful problem solving by all learners. While learners are solving problems, they are also learning mathematical concepts and acquiring and applying mathematical skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The central concern of the thesis is to problematise the complexity of the relationship between student learning and the teaching-learning environment in medicine as experienced by students. The thesis argues that learning material presented to students offers only potential for learning. What students make of that potential is influenced by a number of different variables and as such this needs to be investigated empirically. High-quality learning is an important goal for all higher education and previous research together with the empirical findings presented in this thesis convey the importance for students to seek a holistic approach to learning. Such a learning approach encompasses not only learning of facts and theories but also includes exercising an ability to reflect and reason, to organise facts and theories into wholes, and to explore how they relate to each other. Most importantly, it involves the ability to understand the grounds on which facts and theories are chosen for specific purposes depending on context. The thesis explores these issues by drawing on findings from three studies of medical students’ experiences of learning and understanding and how students’ personal understandings of subject content in medicine come to the fore in their work on learning tasks. By applying a context-oriented methodological perspective on learning, focusing on what students actually do in a learning situation, the thesis enables an in-depth investigation of relationships between aspects of content, context and the individual. The results show that the learning environment in the medical programme to a large extent does not make sufficient room for students to express understanding of this dynamic character. In the thesis it is argued that to facilitate such an understanding it is necessary for both students and teachers to increase awareness of the context-dependency of subject content, facts and theories, and the different meanings content takes depending on context of use.

This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training. / Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

The objective with this research was to establish the correlation between problem solving and the teaching and learning of mathematics in grade 4. The results of the Third International Mathematics and Science Study (TIMSS) showed that South Africa is behind other countries in terms of the teaching and learning of mathematics, especially with regard to problem solving. Because problem solving is an integral part of the teaching and learning of mathematics, a literature study was conducted (1) to investigate the learning of school mathematics and (2) to describe the manner in which problem solving can take place in the classroom. The learning of school mathematics was studied by focusing on different approaches to the learning of mathematics. The constructionist approach to learning was identified as the appropriate approach towards learning, which correlates with outcomes-based education (OBE) and with the approach currently taught in South African schools. Factors which contribute towards the meaningful learning of school mathematics, namely mathematical knowledge and skills, meta-cognition, learning strategies and tasks and assignments in mathematics, have been discussed. The role of problem solving in the learning of mathematics was studied by means of a possible problem-solving model which may be developed together with the learners. The teaching of problem solving was investigated by referring to the planning of a problem-based lesson and attention was paid to the learning content of the lesson and the planning of the teaching-learning activities. Together with the learners a problem-solving model was developed for the teaching of problem solving. The implementation of the teaching of problem solving was described with reference to the use of big-group presentations as well as problem solving in small groups. Attention was also paid to problem solving, and the use of different assessment techniques was discussed. The empirical investigation was done by means of a case study, and the focus was firstly on the influence of problem solving on the learning of mathematics, and secondly on the manner in which problem solving may be taught. Information was collected during the qualitative investigation by using a questionnaire which was completed by the learners, as well as an interview and observation schedule. The class work, homework and group work books of the learners were studied and transcribed. Video recordings were made of the learners' participation in the big group, small groups and written work, and the transcribed information was used to make deductions about the teaching of problem solving to the learners. From the empirical investigation it became clear that there is a correlation between problem solving and the teaching and learning of mathematics. Problem solving may be taught to learners by means of a problem-solving model, although this does not necessarily result in successful problem solving by all learners. While learners are solving problems, they are also learning mathematical concepts and acquiring and applying mathematical skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

A growing body of literature and research emphasizes the importance of developing student mindsets and social and emotional learning (SEL) competencies (metacognitive learning skills) across the prenatal (P) to graduate school (20) (P-20) continuum to increase student motivation, engagement, achievement, and overall well-being. There is, however, an absence of research investigating the impact of braiding growth mindset, SEL, and mindfulness principles and practices together on early elementary student and teacher outcomes. The purpose of my dissertation is to measure the impact of a new PreK–3rd curriculum called Growing Early Mindsets (GEM™) (Coates, in publication) on student and teacher outcomes across the K–3rd continuum in two districts in Oregon. Data collected during the 2014–15 Mindset Works’ study of Growing Early Mindsets (GEM™) was used. Classrooms were assigned to experimental (implemented GEM™) and control groups and given pretest and posttest measures to measure the impact of GEM™ on students’ approaches to learning, social and emotional learning (SEL) competencies, and literacy skills as well as on teacher mindsets, perceptions, confidence, and motivation. Results were statistically significant for students’ approaches to learning and SEL competencies as measured by Teacher Reports and teacher’s beliefs as measured by the Teacher Mindset Survey. Results were not statistically significant for students’ approaches to learning and SEL competencies as measured by Student Surveys, nor students’ oral reading fluency as measured by district-administered oral reading fluency measures. All experimental teachers reported that GEM™ changed their perceptions of their own and others’ learning and growth, increased their confidence to integrate growth mindset and SEL practices, and increased their motivation to improve their overall teaching practices. While the results are somewhat promising, the findings raise many questions that need further exploration. / 10000-01-01

abstract: This small case study reviewed research literature and Arizona standards and assessments utilized in the early learning continuum, with a focus on holistic development, specifically in the areas of social-emotional development and approaches to learning skill development. This conversation has become especially prevalent in the state of Arizona in light of initiatives around school readiness, and policy changes reflected within the state. Much has yet to be determined concerning how the systems approach works in Arizona local education agencies, specifically the depth, consistency, and approach in which nonacademic areas of social-emotional development and approaches to learning skills are addressed in the Arizona standards, local practices and classrooms, and preschool and kindergarten assessments. The study included a content analysis, conducted as a word count, of standards and assessments, as well as a small case study of including high academic achieving district (including semi-structured interviews and classroom observations). Through the data analysis, it was affirmed a culture of learning, reflecting social-emotional development and approaches to learning skill development was created within this Local Education Agency. Three categories (environment, individual, and decision making) emerged as a way to describe this culture through a theoretical perspective of sociocultural theory. The study offers an opportunity for discussion of social-emotional development and approaches to learning skill development, connecting to a high academically achieving district, and makes recommendations for policy, practice and further research. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2015

University students’ approaches to learning influence academic achievement and qualities in learning outcomes. Approaches to learning develop in a process where student factors interact with factors of the learning context. Students’ subjective perceptions of their learning environment seem to be crucial. This thesis draws on an established research stand in aiming to contribute to a deeper understanding of how students adapt their approaches to learning to perceived contextual factors in a specific learning context. In three studies, conceptions for development and variation of approaches to learning among psychology students at a Swedish university are examined. Study I examined how approaches to learning vary with expected and final course grades, and student abilities to predict academic achievement (N = 189). Overall, students had low self-assessment skills, with students adopting surface approach to learning having the poorest skills. Students adopting a strategic approach to learning achieved high grades, while students adopting a surface approach to learning had poorer performances. Students adopting a deep approach to learning expected high grades but the exam did not favour a deep approach. Study II aimed at describing similarities in factors that psychology students themselves, despite them adopting different approaches to learning, considered influenced their studying activities. A selective student sample described their studying activities in repeated interviews (N = 11, N = 7). The development of approaches to learning was described as a negotiation where different aspects of learning were related to each other. The students described a common set of reference points: 1) previous studying activities, 2) course recommendations, 3) learning outcomes, 4) assessment demands, and 5) estimated effort. Despite great variation in students’ tendencies to adapt approaches to learning, the adaption process resulted in a gradual homogenization of studying activities. Study III examined whether minor variations in parallel learning contexts would give rise to differences in students’ regulation of approaches to learning and whether tendencies to vary differed between students with different approaches to learning (N = 195). All approaches to learning varied between learning contexts, but the strategic approach to learning varied less than surface and deep approaches. Students with a low surface, a high deep or a high strategic approach to learning varied most, while students with a high surface, a low deep or a low strategic approach to learning were more stable. The results show that approaches to learning among psychology students seem to develop in a process of negotiation where different aspects of learning are interrelated. For strategic reasons, examinations seem to drive students towards a surface approach to learning. Students’ shared interpretations of factors of the learning context seem to result in a gradual homogenisation of studying activities, despite different students showing different tendencies to adapt their approaches to learning to a specific learning context. A strategic approach seems optimal for academic achievement. In summary, this thesis shows how fine-grained studies can contribute to a deeper understanding of the context specific development of students’ approaches to learning. / Högskolestudenters lärstrategier inverkar på deras akademiska prestation och utvecklandet av olika kvaliteter i lärandet. Lärstrategier formas i en process där personfaktorer hos studenterna samspelar med lärkontextuella faktorer. Studenternas subjektiva föreställningar om lärmiljön tycks vara av avgörande betydelse. Avhandlingens syfte är att utifrån en etablerad forskningstradition bidra till en djupare förståelse av hur studenter anpassar sina lärstrategier till sina föreställningar om lärmiljön i en avgränsad lärkontext. I tre delstudier utforskas förutsättningar för lärstrategiers utveckling och variation hos psykologistudenter på ett svenskt universitet. I studie I undersöktes hur lärstrategier varierar med förväntningar på examinationsresultat, akademisk prestation och förmåga att predicera tentamensresultat (N = 189). Psykologistudenterna hade generellt svårt att göra en korrekt prediktion av sitt tentamensresultat. Det var allra svårast för studenter med ytinriktad lärstrategi. I enlighet med studenternas egna förväntningar uppnådde strategiskt inriktade studenter högre betyg, medan studenter med ytinriktad lärstrategi presterade sämre. Djupinriktade studenter förväntade sig att prestera väl men tentamen tycktes inte gynna en djupinriktad lärstrategi. Studie II avsåg kartlägga vilka faktorer psykologistudenterna själva ansåg påverkade deras sätt att ta sig an sina studier, med målet att presentera likheter hos studenter som anammar olika lärstrategier. Ett urval av studenter beskrev sina studieaktiviteter i upprepade intervjuer (N = 11, N = 7). Formandet av lärstrategier beskrevs som en slags förhandling där olika aspekter av lärandet relaterades till varandra. Studenterna lyfte fram fem referenspunkter: 1) deras upplevelse av tidigare studieerfarenheter, 2) kursrekommendationer, 3) lärande, 4) examinationskrav, och 5) uppskattad arbetsinsats. Trots stor variation i studenternas benägenhet att anpassa sina lärstrategier till lärmiljön ledde anpassningsprocessen till en successiv homogenisering av studieaktiviteter. Studie III undersökte om även mindre variationer i parallella lärmiljöer kunde ge upphov till skillnader i studenters reglering av lärstrategier och om tendenser att variera skiljde sig mellan studenter med olika lärstrategier (N = 195). Samtliga lärstrategier visade sig variera mellan lärkontexter, men strategiskt inriktad lärstrategi varierade i mindre grad än ytinriktad och djupinriktad lärstrategi. Studenter med låg ytinriktad, hög djupinriktad eller hög strategiskt inriktad lärstrategi uppvisade störst variation, medan studenter med hög ytinriktad, låg djupinriktad eller låg strategiskt inriktad lärstrategi var mer stabila. Resultaten visar att psykologistudenters lärstrategier verkar utvecklas i en process där de relaterar olika aspekter av lärandet till varandra i en slags förhandling. Av strategiska skäl driver examinationer studenterna mot en ytinriktad lärstrategi. En gemensam tolkning av faktorer i lärmiljön tycks resultera i att studenters studieaktiviteter successivt homogeniseras, trots att olika studenter visar olika benägenhet att anpassa sina lärstrategier till en specifik lärkontext. En strategiskt inriktad lärstrategi förefaller optimal för akademisk prestation. Sammanfattningsvis visar avhandlingen på hur kontextnära studier kan bidra till en förståelse av lärstrategiers utveckling. / <p>Avhandlingen är finansierad av Samhällsvetenskapliga fakulteten vid Stockholms universitet. Professor Petra Lindfors beviljades medel till en doktorandtjänst inom ramen för en strategisk ämnesdidaktisk satsning.</p><p>Vid disputationen var studie I och studie II inskickade till tidskrift men ännu inte publicerade.</p>

This qualitative study examined the perceptions and understandings of various stakeholders in the early childhood sector of Mississippi about kindergarten readiness in response to the implementation of more rigorous academic standards in kindergarten. The participants (N=20) in this study were parent/guardians and teachers at 2 elementary schools in Mississippi and various preschool programs that feed into them including public pre-K, private child care, and Head Start. These perceptions and understandings were compared with official documents including position statements of professional organizations and learning standards. The results of the study provide insight into the perceptions and understandings of the participants as they experience the readiness process from preschool through participation in kindergarten. The qualitative analysis showed that as more rigorous standards have been implemented in kindergarten, all stakeholder groups are experiencing high levels of pressure related to the testing and accountability requirements related to the standards. This has caused a mismatch between the stated values of kindergarten teachers and the practices they reportedly use as they shift to what I conceptualized as more environmental-behaviorist teaching methods versus the social-constructivist, play-based methods they believe to be more effective. The analysis also revealed a breakdown in communication as kindergarten teachers expect the other stakeholder groups to come to them to see what is happening in kindergarten. This is driven by a mismatch between the standards and actual practices. A surprising finding is that the perceived job satisfaction of preschool teachers seems to have improved as they see themselves in a more vital role in the readiness process. This study is organized into five chapters. Chapter I provides an overview and rationale for the study. Chapter II includes a review of the literature which includes historical perspectives about kindergarten readiness, theories of kindergarten readiness, domains of readiness, and stakeholder perspectives of kindergarten readiness. Chapter III provides the methodology for the study. Chapter IV presents the findings from the analysis of data. Chapter V provides a discussion of the findings, suggestions for future research, and implications for practice.

This thesis explores the extent to which the pedagogical intentions of a social science subject introductory workshop at an International Baccalaureate (IB) Diploma school align with the participating students’ experienced learning. The purpose is to gain an in-depth understanding of how well the IB faculty were able to implement the IB’s Approaches to Learning (ATL), a comprehensive pedagogical initiative. The research is guided by the question of the extent to which the workshop’s intended learning outcomes, constructed by the social science faculty at the particular IB school in focus, correspond with the perceived learning experienced by the students attending the workshop. The study initially introduces a theoretical framework including philosophy of the IB and the ATL initiative. It also describes the school setting and the teacher and student participants. Secondly, previous research is presented in order to situate the study in an academic context. Furthermore, the thesis discusses and evaluates the methods used. The results of the study indicate that the participating students’ understanding of the social science subjects’ interdisciplinary nature aligns well with the teachers’ intentions, and that the students are able to grasp and critically engage with the workshop’s focus on global issues in a local context. However, student lack understanding of the relationship between social science theories and the workshop’s case study which indicate a lack of implementation of the IB:s core pedagogical approach.