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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 25, 2005 - Issue 1
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Original Articles

Learning approaches: examination type, discipline of study, and gender

Swee Noi Smith * Deakin University, AustraliaView further author information
&
Robyn J. Miller Deakin University, AustraliaCorrespondence[email protected]
Pages 43-53 | Published online: 05 Oct 2010
 
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Abstract

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.

Notes

* Corresponding author. School of Psychology, Deakin University, Waurn Ponds, Geelong, Victoria, Australia, 3217. Email: [email protected]

Additional information

Notes on contributors

Swee Noi Smith Footnote*

* Corresponding author. School of Psychology, Deakin University, Waurn Ponds, Geelong, Victoria, Australia, 3217. Email: [email protected]

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