Learning processes of students pre-vocational secondary education: relations between goal orientations, information processing strategies and development of conceptual knowledge

M. Koopman; P.J. Brok, den; D. Beijaard; P.J. Teune

doi:10.1016/j.lindif.2011.01.004

Learning processes of students pre-vocational secondary education: relations between goal orientations, information processing strategies and development of conceptual knowledge

M. Koopman, P.J. Brok, den, D. Beijaard, P.J. Teune

Research output: Contribution to journal › Article › Academic › peer-review

14 Citations (Scopus)

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Abstract

The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students (n = 719; 14 schools). Students' preferences for certain types of goals and information processing strategies were examined using questionnaires. Conceptual knowledge was investigated by having students create concept maps before and after a learning project. Structural analyses showed that student preferences for mastery and performance goals positively affected their preferences for the use of deep and surface information processing strategies. Preferences for work avoidance goals negatively influenced preferences for deep and surface processing. Use of surface information processing strategies negatively affected the development of conceptual knowledge. Remarkably, no relation was found between students' preferences for deep processing strategies and development of conceptual knowledge.

Original language	English
Pages (from-to)	426-431
Journal	Learning and Individual Differences
Volume	21
DOIs	https://doi.org/10.1016/j.lindif.2011.01.004
Publication status	Published - 2011

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10.1016/j.lindif.2011.01.004

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abstract = "The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students (n = 719; 14 schools). Students' preferences for certain types of goals and information processing strategies were examined using questionnaires. Conceptual knowledge was investigated by having students create concept maps before and after a learning project. Structural analyses showed that student preferences for mastery and performance goals positively affected their preferences for the use of deep and surface information processing strategies. Preferences for work avoidance goals negatively influenced preferences for deep and surface processing. Use of surface information processing strategies negatively affected the development of conceptual knowledge. Remarkably, no relation was found between students' preferences for deep processing strategies and development of conceptual knowledge.",

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year = "2011",

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Learning processes of students pre-vocational secondary education: relations between goal orientations, information processing strategies and development of conceptual knowledge. / Koopman, M.; Brok, den, P.J.; Beijaard, D. et al.
In: Learning and Individual Differences, Vol. 21, 2011, p. 426-431.

Research output: Contribution to journal › Article › Academic › peer-review

TY - JOUR

T1 - Learning processes of students pre-vocational secondary education: relations between goal orientations, information processing strategies and development of conceptual knowledge

AU - Koopman, M.

AU - Brok, den, P.J.

AU - Beijaard, D.

AU - Teune, P.J.

PY - 2011

Y1 - 2011

N2 - The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students (n = 719; 14 schools). Students' preferences for certain types of goals and information processing strategies were examined using questionnaires. Conceptual knowledge was investigated by having students create concept maps before and after a learning project. Structural analyses showed that student preferences for mastery and performance goals positively affected their preferences for the use of deep and surface information processing strategies. Preferences for work avoidance goals negatively influenced preferences for deep and surface processing. Use of surface information processing strategies negatively affected the development of conceptual knowledge. Remarkably, no relation was found between students' preferences for deep processing strategies and development of conceptual knowledge.

AB - The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students (n = 719; 14 schools). Students' preferences for certain types of goals and information processing strategies were examined using questionnaires. Conceptual knowledge was investigated by having students create concept maps before and after a learning project. Structural analyses showed that student preferences for mastery and performance goals positively affected their preferences for the use of deep and surface information processing strategies. Preferences for work avoidance goals negatively influenced preferences for deep and surface processing. Use of surface information processing strategies negatively affected the development of conceptual knowledge. Remarkably, no relation was found between students' preferences for deep processing strategies and development of conceptual knowledge.

U2 - 10.1016/j.lindif.2011.01.004

DO - 10.1016/j.lindif.2011.01.004

M3 - Article

SN - 1041-6080

VL - 21

SP - 426

EP - 431

JO - Learning and Individual Differences

JF - Learning and Individual Differences

ER -

Learning processes of students pre-vocational secondary education: relations between goal orientations, information processing strategies and development of conceptual knowledge

Abstract

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