English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Disorganisation  refers to the difficulty that some learners have developing an organised approach to studying. The aim of the present study was to explore antecedents and consequences of disorganisation and individual differences in how disorganisation occurs. A questionnaire was administered to 177 French first-year students enrolled on STEM courses. Results of multiple regression analysis showed that social integration and performance-avoidance goals are negative predictors of disorganisation, and weak prior achievement a positive one. A cluster analysis revealed that disorganisation can be associated with either a large or a small amount of time spent studying. Students also differed from one another on engagement-related variables according to time spent studying. The article argues that disorganisation may be associated with engagement when students undergo the transition to higher education. The conclusion outlines some practical implications for teaching, and proposes directions for future research.

From disorganised study methods to disorganisation: new perspectives on a neglected study strategy