Peer reviewed
Direct linkERIC Number: EJ691101
Record Type: Journal
Publication Date: 2005-Feb
Pages: 11
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Available Date: N/A
Learning Approaches: Examination Type, Discipline of Study, and Gender
Smith, Swee Noi; Miller, Robyn J.
Educational Psychology, v25 n1 p43-53 Feb 2005
A sample of 248 Australian university students participated in a study that investigated the influence of assessment type and discipline of study on students' learning approaches. Participants (93 psychology and 155 business students) responded to the Study Process Questionnaire in a context of preparation for a hypothetical examination. The hypothetical examination is in either a multiple-choice or an essay format. Results indicated that assessment type had no significant influence on how students approach their learning, while discipline did have significant influence on student learning.
Descriptors: Intellectual Disciplines, Foreign Countries, College Students, Cognitive Style, Test Format, Study Habits, Gender Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
