Providing a thorough perspective on the research and theoretical development of the psychology of student learning, this book traces the path of general psychological concepts to describe student learning in relation to ability, motivation, and study methods, using dominant psychological techniques in obtaining and analyzing survey data, to the change and greater interest in alternative research methods that involved the students themselves more directly and individually. It goes on to describe this change in approach leading to the emergence of contextually specific concepts that described learning within everyday university settings—conclusions from this research resonated more strongly with teachers and students.
The Psychology of Student Learning introduces a wide range of concepts used to describe aspects of student learning and studying, including conceptions of knowledge and learning, approaches to learning, strategic approach to studying, forms of understanding, knowledge objects, and the disposition to understand for oneself, along with related concepts that affected the subsequent development of those main ideas.
- Details notions of deep and surface approaches to learning
- Discusses how best to predict academic performance
- Describes different learning styles
- Includes an appendix of inventories used to assess different learning approaches, and a description of phenomenographic interviewing and analysis
Students and researchers in educational psychology, cognitive psychology, and developmental psychology
- The evolution of psychological concepts describing human learning
2. Predicting academic performance using psychological measures
3. Using interviews to describe the development of students’ learning
4. Approaches to learning and learning styles
5. Strategic approaches to studying
6. Forms of understanding and knowledge objects
7. Measuring approaches to learning and studying
8. Influences on approaches to learning and studying
9. Implications of the research findings
Appendix: Inventories used to assess different approaches, and a description of phenomenographic interviewing and analysis
- No. of pages:
- © Academic Press 2018
- 1st June 2018
- Academic Press
- Paperback ISBN:
Noel Entwistle, PhD, was the Bell Professor of Education in the University of Edinburgh from 1978 until 2005 and previously Professor of Educational Research in the University of Lancaster. With his original degree in physics, Dr. Entwistle taught physics for three years before moving into educational research at the University of Aberdeen where he obtained a PhD in educational psychology. Subsequently, Fellow of the British Psychological Society, the Society for Research into Higher Education an the Scottish Council for Resarch in Education with honary doctorates from Gothenburg and Turku. Editor of the British Journal of Educational Psychology and the international journal, Higher Education.
University of Edinburgh, Edinburgh, UK