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Study Strategies, Orientations and ‘Personal Meaningfulness’ in Higher Education
Author(s) -
Ford Nigel
Publication year - 1979
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.1979.tb00380.x
Subject(s) - psychology , cognition , social psychology , term (time) , cognitive psychology , neuroscience , quantum mechanics , physics
Recent research into student learning has identified learning strategies and study attitudes which, it is argued, may in certain cases imply a student's relative preoccupation with relatively extrinsic factors and a short‐term and limited valuing of information and ideas learned. Possible links are proposed between such cognitive and affective processes and the nature of the resultant learning. In particular, it is possible that such strategies and attitudes are detrimentally linked with the important but neglected educational outcomes of personal acceptance, valuing and consequently potential application, of what is learned.